TEACHERS’ CONDITION OF SERVICE AND PUPILS’ ACADEMIC PERFORMANCE IN UNIVERSAL PRIMARY EDUCATION SCHOOLS IN KAYUNGA SUBCOUNTY IN KAYUNGA DISTRICT

Abstract

This study investigated how teachers’ conditions of service influence pupils’ academic performance in Universal Primary Education Schools in central Uganda, Kayunga Sub County. The study objectives were to establish the relationship between teachers’ payment and pupil’s academic performance, to investigate the relationship between working conditions and pupil’s academic performance and to examine the relationship between quality supervision and pupil’s academic performance in UPE schools in Kayunga Sub County. The study used cross sectional design through triangulation of approaches both qualitative and quantitative. A total of 132 respondents were randomly sampled for the study and the response rate was 132 respondents, Pearson’s correlation coefficient analysis was used for analyzing the hypotheses and results obtained showed a statistically significant positive relationship between teachers payment, working conditions, quality supervision and pupils academic performance as the independent variable. With the results obtained, the study concluded that teacher’s conditions of service influences pupils’ academic performance in Universal Primary Education Schools. This is because teacher’s payment, working condition and quality of supervision are important factors in predicting pupil’s academic performance. These recommendations were made; there is a high need to increase teachers’ payment and incentives for good well fare. There is a high need to continuously put capacity building programmes for all teachers to increase creative skills development. All teachers need to sign contract letters for their job security. There is need to assign qualified subject officers to do regular inspection for the success of the schools since even teachers acknowledge its importance.