DETERMINANTS OF TEACHERS PERFORMANCE

CASE STUDY OF HOIMA DISTRICT

1.0 Introduction

This chapter covers the background of the study, Statement of the problem, purpose of the study, research questions, and scope of the study, significance of the study and definition of terms.

1.1 Background of study

After home, the school is the most important place for students to learn and develop their educational and social competencies. Teachers play a pivotal role in providing education to the students. Every school strives to recruit good and qualified teaching staff that can deliver quality education to its students. Only highly qualified and committed teaching staff or teachers can produce effective results by producing good quality of students, who contribute to their country in future.

Motivation guide people‘s actions and behaviors toward achievement of some goals” (Analoui, 2000). People are the primary resources for any organization. Like any other organizations, schools are staffed by people, mainly by teachers. However, all teachers do not perform equally. Some are enthusiastic and hard workers others are relaxing, and some others are to the extent of being careless and irresponsible. Teachers’ motivation is one of the major causes for such differences. “Luthans (1998) asserts that motivation is the process that arouses, energizes, directs, and sustains behavior and performance. That is, it is the process of stimulating people to action and to achieve a desired task”. One way of stimulating people is to employ effective motivation, which makes workers more satisfied with and performed their work.

Teacher motivation has become an important issue given their responsibility to impart knowledge and skills to learners. It is argued that satisfied teachers are generally more productive and can influence students’ achievement (Mertler, 1992). Motivation and performance are very important factors in terms of organization success and achievements. If changes occur in external environment then it is necessary for an organization to adopt that change because it may motivates to gain a competitive advantage. For this, the main thing they required is the skilled and competent employees (Latt, 2008).

Therefore, it is crucial for schools to keep the talented or key teaching staff. Because only qualified teachers can give best education to the students. Thus, for the quality of education the quality of teachers matter a lot. But if the qualified teachers are having leaving intentions from the school or teaching field, then it will have negative impact on students and school’s performance as well. Thus, it is very essential to keep the highly qualified teachers to deliver good quality of education. The teachers can be retained successfully only if they are satisfied with their jobs. The job satisfaction leads to their superior performance and retention as well

Teachers are essential for developing the future of students. Achievement level of students is directly related with the effectiveness of teachers. Motivation has instantaneous effect on the course of teacher performance, (Atkinson, 1964). Productivity of a worker can be enhanced from 25% to 85-90%, when they are motivated (Hersey & Blanchard, 1988). According to Kreitner (1995), motivation aspires the employees to put all their efforts to achieve organizational goals.

According to Stolovitch & his colleagues (2001), Tangible assets can motivate the employees and increase their performance. According to Maslow theory of hierarchy (1943), first and foremost need of every employee is physical need and this physical need can only be fulfilled by money. So, in the start of the career, only money can motivate the employees of every industry. Comfortable life attracts more to the employees as compare to the polite nature of employer (Krishnan, 2003).

According to a survey, 157000 men and women are leaving the teaching field every year (Issue brief, Feb 2008). Quality of education can be improved only in this situation that competent and efficient teachers should be hired and retained in a school. Due to turnover of competent teachers and incoming of ineffective teachers, students are disturbing very much. Actually the main purpose of every school is to present quality education to every student and this purpose cannot be fulfilled in the absence of qualified and competent teachers.

The cost of teacher’s turnover cannot be counted. Students are indeed the future of any country. So, it is the great responsibility of educationalist and researchers to search the reason of this problem. Education research and development departments should research about the reason of teacher’s performance and should develop the strategies to retain the talented teachers in the schools.

The major factor that is associated with secondary schools’ teachers’ decision to perform the teaching profession is due to their dissatisfaction or satisfaction. Their individual feelings may arise as result of several factors such physiological, security, social, self-esteem and self actualization.

Teachers are expected to render a very high job performance, and the ministry of education is always curious regarding the job performance of its teachers. Also, the Ministry of Education, demands a very high measure of loyalty, patriotism, dedication, hard work and commitment from its teachers (Ubom & Joshua, 2004).

This study therefore intends to investigate into determinants of teachers performance

1.2       Statement of the Problem

Education is a fundamental human right according to the United Nations international children’s fund, (UNICEF, 2009), countries across the globe invest significant amount of their GDP on improving of the quality of education as it is viewed as aback bone of the economic development of a country. It is clear that to improve quality of education ,teachers should be motivated properly and the teacher are expected to render a very high job performance, and the Minister of Education is always curious regarding the job performance of the teachers. It is based on this that Oladele (2005) states that an unsatisfied need would only arouse the person to work that which will be sustained until satisfaction had been attained. The teachers should be motivated and contribute their effort towards the achievement of the secondary schools’ objectives and goals.

The academic performance of students in most of the schools in Hoima is generally poor. It is highly probable that teachers performance is poor in Hoima District. It is therefore deemed necessary to establish the determinants of teachers’ performance.

1.3    Objectives of the study

1.3.1 General objective

The overall purpose of this study is to establish the determinants of teachers’ performance.

• Specific objectives

1. To examine the factors that affect teachers performance in Hoima district secondary school.
2. To identify strategies aimed at improving teachers performance in Hoima district secondary school

• To identify the challenges in teachers performance in Hoima secondary school.

1.4    Research Questions

1. What are the factors that affect teachers’ performance in Hoima district secondary school.
2. What are the strategies aimed at improving teachers’ performance in Hoima district secondary school.

• What are the challenges in teachers’ performance in Hoima secondary school.

1.6       Scope of the Study

1.6.1       Study Scope

The study will cover the factors that affect teachers’ performance ,  the strategies aimed at improving teachers’ performance and the challenges in teachers’ performance in Hoima secondary school.

1.6.2 Geographical Scope

The study will be carried out at in Hoima district.

1.6.3 Time scope

The period of data to be considered in the secondary school will be from 2012-2016 and period of body of knowledge in reviewing literature will be from 2000-2016, while the study will be carried out from April to October 2016.

1.7       Significance of the Study

1. The study will assist future researchers with enough information regarding the different that affect teachers’ performance.
2. The study will also enable the government make informed decisions regarding on the different ways of improving teachers’ performance.

• The study will also enable the future scholars have information regarding challenges on the performance of teachers.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter discusses the literature related to the subject of study; it reviews previous research, articles on determinants of teachers’ performance according to research objectives.

2.1 Teacher Performance 

Teacher’s motivation is a global issue in different of the world in developed and developing countries, Africa, Ethiopia in different parts or regions. Every school whether governmental or private, profit maximization or service rendering, nonprofit organization, whether big or small cannot achieve their objectives and goals without teachers’ motivation

According to Sarkar (2000) all organization facilities will go waste in the lack of motivated work force utilizes these facilities effectively. Thus it is quite important and must be concerned about motivation. According to recent survey, most teachers agree that motivating teachers has become challenging. This is because the work force is diverse in many aspects and changing in different time. Hence, the role of work motivation and job satisfaction in promoted the ability of teachers’ performance to function effectively (Weiss, 2002).

To enhance their economy and improve their living standards most of them engage in other business ventures during the school period. The time and energy devoted to the business affect commitment to duty as a teacher and consequently hinders the performance of the pupils (Nwuju and Uzoaru, 2010).

Moreover, Idogho (2002) states that when teachers are not adequately taken care of especially  with regards to regular and prompt payment of their salaries and other entitlements, their attitude to work automatically changes. They refuse to obey laid down rules for their work.

They could come to work, but no meaningful work will be done, no effective teaching and learning. Instead of teaching, many of them resort to discussing their personal woe in their staff rooms and offices.

2.2 FACTORS THAT AFFECT TEACHERS PERFORMANCE

There is no one definition for motivation. Different scholars define term motivation in different ways, which indicate the broader scope and complexity of the concept of the motivation. To mention few selected definition for the purpose of this study motivation can be broadly defined as force within a person that affect his/her direction, intensity and persistence of voluntary behavior. Motivation teachers are willing to exert a particular level of effort for a certain amount of time to ward a particular goal (Mschane and Glinow, 2005).

Work motivation is the process that initiates and maintains goal-directed performance. It energizes our thinking, fuels our enthusiasm and colors our positive and negative emotional reactions to work. Motivation generates the mental effort that drives us to apply our knowledge and skills. Without motivation, even the most capable person will refuse to work hard. A motivation prevents or nudges us to convert intention into action and start doing something new or to restart something we’ve done before. It also controls our decisions to persist at a specific work goal in the face of distractions and the press of other priorities (Mustafa, and Othman, 2010).

The centrality of work/teaching in modern economics has made an understanding of the psychology of motivation and job satisfaction a key component of business and management education. It is better to know about the nature of human motivations. However, there is a gap between the ideal of people who are motivated and the real nature of work. Luthan (1998) assert that motivation is very important part of understanding behavior, since it interact with and acts in conjunction with other mediating processes and with the environment. Luthan stress that, like the other cognitive process, motivation cannot be seen. All that can be seen is behavior, and this should not be equated causes of behavior.

Lynch (1997) motivation has both intrinsic and extrinsic reasons to push people in to action. It is clear that, some teachers in the organization work hard but others are passive on their jobs; still the remains are attracted to charge their jobs. Teachers are expected to put their effort the teaching profession, if they are highly motivated and provided fair payments, they become motivated continuously to perform their job better. Because, the contribution of teachers is valid and significant for schools over all progress

Motivation begins with unsatisfied needs of a person. Need a time bound and it refers to a deficiency on person’s experience at a time. Unsatisfied need initiates a person to set a goal. It helps to bring about behavioral change towards the goal. When need is not satisfied because of certain difficulty, the person makes either repeated effort or change the direction efforts substitute one method for another (Weiss, 2002).

Motivation is a general tendency to believe that motivation is a personal trait. Some people have it and the others don’t. In practice, some are labeled to be lazy because they do not display an outward sign of motivation. However, individuals differ in their basic motivational drives. It also depends upon their areas of interest. It is virtually impossible to determine a person’s motivation until that person behavior or action an individual performs at each moment in time, the initiation and persistence of an intentional, goal – directed activity (Mifflin, 1995).

Lindner (1995) notes that, though monetary methods of motivation have little value, many firms still use money as a major incentive. She adds that wages are normally paid per hour worked and workers receive money at the end of the week and overtime paid for any additional hours worked for whereas salaries are based on a year’s work and are paid at the end of each month.

Chien-Chung (2003), noted that piece rate is the paying of a worker per item produced in a certain period of time. Chien-Chung (2003), asserts that this increases speed of work and therefore productivity. This is in agreement with the earlier revelations made (Taylor, 1993) ,who notes that though the employees will care less about the quality of their work, their sped improves with the piece rate practice of motivation.

Doellgast (2006), advanced that fringe benefits are often known as “perks” and are items an employee receives in addition to their normal wage and salary. These include company cars, health insurance, free meals and education. He asserts that these encourage loyalty to the company such employees may stay longer with the company.

This is paid to those employees who meet certain targets. The targets are often evaluated and reviewed in regular appraisals with managers. Doellgast (2006), discourages the use of this practice of motivation. He asserts that it can be very difficult to measure employee performance more especially those in the service industry and that the practice does not promote teamwork.

Marler (2000), indicated that when your employees function as a team, you ought to think like a coach; reward the whole group for a job well done. He says this will boost morale both personally and collectively. He adds that employee incentive programs such as small bonuses serve to better the morale of an individual employee and that of a group as a whole by making them more satisfied. This is in agreement with (Likert, 2004), study which concluded that since everybody wants to feel appreciated and special for the work done, they can therefore be motivated by appreciating them and making them feel special. He adds that the more satisfied the employee is, the better he/she will perform. Mwanje (2000) believes that non-financial incentives are the most important motivators of human behavior in terms of the needs of human beings. He refers non-financial incentives to non-monetary ways of rewarding employees. They are opportunities that help employees in the accomplishments of the set goals. They include;

Hammer (2000), asserts that an individual will be motivated to do something if they have the mental ability and skills to accomplish it. He writes that when employees are trained, they get the knowledge of performing tasks and challenges and thereby feel less intimidated by their jobs/tasks.

Marin (2006), states that variable pay or pay-for-performance is a compensation program in which a portion of a person’s pay is considered “at risk.” Variable pay can be tied to the performance of the company, the results of a business unit, an individual’s accomplishments, or any combination of these. It can take many forms, including bonus programs, stock options, and one-time awards for significant accomplishments. Some companies choose to pay their employees less than competitors but attempt to motivate and reward employees using a variable pay program instead. According to Shawn (2007) , the test of a good pay-for-performance plan is simple therefore it must motivate managers to produce earnings growth that far exceeds the extra cost of the program though employees should be made to stretch, the goals must be within reach.

Previously the territory of upper management and large companies, stock options have become an increasingly popular method in recent years of rewarding middle management and other employees in both mature companies and start-ups (Jones. 2001). According to Porter (2007), employee stock-option programs give employees the right to buy a specified number of a company’s shares at a fixed price for a specified period of time (usually around ten years). They are generally authorized by a company’s board of directors and approved by its shareholders. The number of options a company can award to employees is usually equal to a certain percentage of the company’s shares outstanding.

Cash and noncash recognition programmes are rated as the most powerful tools of motivation. People need to know how well they have achieved their objectives and if the employer appreciates them. Armstrong & Murlis (1994 ) and Flannery et al, (1996) believe that appreciation can be achieved in various ways such as naming the employees who have done well in the company’s newsletter, awarding employees with cash bonuses, or allowing  employees to go on vacation. They further maintain that the recognition programs does not change employees’ behaviour, or encourage an organization’s nonperformers to work harder. The recognition program on the other hand recognizes outstanding behaviour by communicating to employees the value placed on that behaviour.

This performance option distributes profits from improvements in productivity, cost savings, and quality, with employees who are members of a group that is involved in accomplishing these improvements. The advantage of gain sharing plans is that they offer cost savings for the organization and accumulate money that the organization would otherwise not have earned. Employees can see how they influence change and how they are rewarded for improvement. The concept of gain sharing is easy, but the implementation is difficult. The organization has to determine how much of the achievement is from employees and how much is from the result of new technology (Flannery et al, 1996).

It was revealed that when an employee does one kind of job week-in week-out, they will always get de-motivated to carry on with their work more especially when the work is not very challenging. She suggested that employees need to be rotated around the organization to meet new challenging tasks in order to keep their minds busy and feel like they are doing something for the organization (Fowler, 2001). However, Clifton (2002) disagrees with these revelations. Clifton(2002) , asserts that job rotation does not actually lead to motivation of the employee; it just helps the employees not to get bored with their work. In other words it helps the employers to maintain a certain level of motivation in employees.

Managers need to be clear when talking to their employees and let them know that their opinion or views are important in building a viable company. Strong communications skills are necessary when assigning tasks to the employees so that the tasks are clearly defined and understood. Marie (2000), asserts that the managers ought to communicate to their subordinates in such a way that the subordinates feel like they are not forced to do a particular task. Jean (2002), also agrees that managers should develop an inclusive approach to decision making if at all they are to increase their employee motivation levels.

2.3 Strategies aimed at improving teachers’ performance

Teachers have both intrinsic and extrinsic needs. A teacher who is intrinsically motivated may be observed to undertake a task for its own sake, for the satisfaction it provides or for the feeling of accomplishment and self-actualization. On the other hand, an extrinsically motivated teacher may perform the activity/duty in order to obtain some reward such as salary. Extrinsic motivation plays an important part in people’s life. It is very important too strong in influencing a person’s behavior. Therefore, the aim of the organization should be to build on and enhance the intrinsic motivation for teachers to teach effectively and at the same time, to supply some extrinsic motivation along the way for college improvement (Kerlinger, 1993).

Dessler (2005) examined that from the perspective of teachers in schools, job performance and motivation are different. Motivation is an input to work, and job performance is an output from this motivation. From a teacher’s perspective motivation and job performance may be difficult to distinguish and motivation is often inferred from the output produced, the possibility of high motivation and low output or low motivation and high output is often not considered.

The implications of either neglecting motivation or considering it a part of job performance for the empirically observed relationship between job performance and motivation can be significant. If effort is costly for an employee, ignoring effort can bias the estimated effect of job performance, because effort should increase job performance. As satisfaction is another very important thing in terms of motivation so employees are when satisfied with their job, organization environment, salaries, rewards, then automatically get motivated and show their best efforts towards their job performance. Motivation plays a great role because it is critical for the achievement of organizational goal and to bring better teachers performance or effectiveness.

Wilmot (2007), asserts that people must have in mind a clear picture of any end or goal they are to achieve. If this picture does not exist, they cannot tell if they are making progress or when they have completed the task or assignment, let alone if it has been completed properly. Knight (2008), agrees and adds that keeping the end in view has been sage advice for almost two thousand years. The time a manager spends in developing, communicating and clarifying the goals or ends to be achieved is time well spent.

Fred (2003), noted that figuring out what to do in a particular situation require knowledge of the structure of that situation. People must understand the elements that make up the situation, how those elements are connected to one another and the relationships that exist between and among these elements. Sara (2004), agreed and added that employees can only perform to the best of their knowledge and therefore those with good knowledge about the structures will perform better.

Gerhart (2004), wrote that without information about actual conditions in relation to intended goals or results, no one can perform to standard. Such information is known as feedback. It informs progress, enables corrections and, eventually, signals attainment of the objective. For most hard tasks (that is, tasks involving tangible products or other immediate and readily measured effects of one’s actions), feedback is generally available without much effort on any-one’s part. We are aware of our actions and their effects. But, for soft tasks (that is, tasks where the effects of our actions are not tangible, immediate nor readily measured), the feedback loop is essentially open. This is especially true when the main effects of a person’s actions are the reactions of other people. Therefore, lack of good feedback leads to lack of correction and hence poor performance.

Sara (2004), asserts that absent feedback, people have no choice except to act in ways that are consistent with internally-held views or mental models of what is appropriate or what should work instead of externally-based information about what is and isn’t actually working. For this reason, it is worthwhile spending time working with people to identify the mental models they currently use in situations where feedback isn’t readily available. In some cases, this will surface mental models that are inappropriate or inadequate. In other cases, it might surface mental models that are superior to those held by most people. This means that employee performance does not only depend on the information provided to the employees but also to their mental models.

In his studies on performance, (Rynes, 2004) found out that performance might not occur if the environmental conditions are so unsuitable as to present insurmountable barriers to performance. He writes that most of us can successfully drive our cars on windy days but none of us can drive through a tornado. In less dramatic terms, missing tools and equipment, competing priorities, a repressive climate and other factors can interfere with our ability to perform as expected, regardless of our motives or our repertoire, the presence or absence of feedback and the quality of the mental models that guide our thinking and actions. In short, the task environment must support the desired performance; at the very least, it must be manageable.

Samuel (2010), was of the view that technology is primary tool that can be used to boost employee performance. Ha writes that improvement in technology accompanied by training of the employees can significantly increase their levels of performance because it reduces the stress that comes with doing the job manually.An organization which is in relatively stable conditions both internally and externally is able to implement its pay policy in relative ease yet an organization which is undergoing massive will probably find that it has to completely restructure its way system due to market pressure (Cole 1997).

Scott (2000), defined ability as the capacity to learn and perform the tasks required.  He revealed that a good mixture of ability, training and experience is the root cause best performances. He asserts that best performing employees at least have two of the three factors. Cole (1997), suggests that its important to recognize the training fact since sometimes trained employees are asked to meet needs which ought to be met or to be dealt with in some other way that is replacing machinery. The main purpose of training in an organization is to equip the employees within skills to enable them deliver well their jobs and this keeps employees updated in the modern way of doing things (Hippo, 2002).

Berman (2001), wrote that as much as an employer may not want to be affected by the personal life of his employees, personal problems can sometimes affect employee performance. Managers need to be sensitive to employee personal problems, and be prepared to discuss the issues with employees when necessary. If an employee requires time off to deal with a personal problem, then granting that time off will help to show all of your employees that the company values its employees.

Fear is a great motivator for very short time, that is why a lot of yelling from the boss will not seem to light a spark under employees for a very long time. In turn, this implies that some employees are threatened from work hence having a lot of fear that make them not to effectively perform their required tasks at the required time (Gary, 2003).

This means lack of long term employment in an organization. When there is a change in the organization, for example change in management– where the employees fear for their job, in terms of structure and job competition, workers will resist as they are not sure of the future thus bringing about poor industrial relations. Furthermore, this is the fear of losing one’s job (Subbakarishna, 1998). This therefore is concerned with the potential loss of employment and uncertainty regarding the job and carrier issues. This improves ones level of responsibility and promotional opportunities.

Plans provide a sense of directions by focusing the attention on specific targets and direct employee efforts towards important outcomes (Draft,1991) through goal setting and planning, managers learn what the organization is trying to accomplish. They can make decisions to ensure that internal policy, roles performance structure, products and expenditures will be made in accordance with desired outcomes.

Koontz (2002),inclines that some employees may not be able to cope with the changes that occur at work. Equipments may change or the type of work can change in an organization. This can make the employee unable to adapt. Adequate training is necessary to help the employee to cope and be able to perform better. The type of work in an organization may also involve a sense of compassion. This is especially true when the organization deals with people. People who tend to be aggressive by nature may find conflicts in the situation. Good performance may be affected, not because of lack of ability or interest, but by conflict of values (Stoner et al , 2002).

Cole (1997) , revealed that some people are highly sensitive to the environment and the climate. These should be conducive for work; otherwise even good performers can also become poor performers. The work situation and environment should be adequately modified to help the employees have better working conditions. Work ethics is very important for the performance of an employee. Good morals and ethics can help a person to improve their performance. Otherwise, it can lead to poor performance and can also demotivate the other employees (Martin, 2002).

This is the policy of employees in an organization to perform tasks on a group basis. In this case it helps employees to share different skills for example those who are more skilled and those less skilled. In order to improve team work and increase outcomes it is crucial to gain insight into how the team is operating and identify opportunities for improvement (Maritz, 2005).

This involves poor remuneration, inadequate equipments and poor working facilities. When employees perceive the organization as having poor working conditions, poor labour relation may result (Dubrin, 2007). Some people are highly sensitive to the environment and also climate. These should be conducive for work; otherwise even good performers can also become poor performers. The work situation and environment should be adequately modified to help the employees have better working conditions (Kotler, 2008).

All the basic policies and procedures relating to labour relations should be communicated to employees and management should communicate the general objective of the enterprise and it should have an open-door policy (Thompson, 2006). Poor communication skills leads to poor performance of employees that is to say when employees are not told what they have to do at the right time in the right place they tend to forget their responsibilities which reduces the rate at which work has to be accomplished thus communication still avail the different departme4nts of the organization with information required to perform the various tasks in an organization (Cole, 2001).

Determination of employment, dismissal without formal or normal warning leading to disagreement between the employees and management (Freeman, 1999).Robinson (2001), indicates that poor labour practices like working over time (longer hours) decreases the performance of employees. Employees need to work in shifts so that they maintain their performance level.

Smith (2004), emphasizes that the introduction of new technology in different organizations has affected employee performance both positively negatively whereby it requires training workers which becomes costly and on the other hand such improves worker’s efficiency and organizational development. Balunywa (2004), adds that introduction of new technology into the market has greatly affected the performance of employees in organizations because employees tend to relax and only monitor the machines, this has increased the rate at which they relax in so doing employees cannot use their skills to achieve what they can hence decreasing their level of performance.

Poor working materials and equipments may not depict employee performance because of the fact that poor results are ascertained which also to organizations collapse(Derek, 2000). Appleby (2001), observes that a good working environment influences worker’s performance. In areas where there is no security worker’s lives are put at risk and this may not induce their workings.  Neo-classical theorists, pointed out that in order for a worker to perform effectively he must be coarsed with punishments. Witkin (2000), disagrees adding that poor supervision purely leads to poor results which does not depict employee Performance. Conflict within an organization cannot yield employee performance but simply triggers gradges in between workers therefore affecting employee performance (Robbins, 2005).

2.4 CHALLENGES IN TEACHERS’ PERFORMANCE

Teaching effectiveness has been accepted as a multidimensional construct since it measures a variety of different aspects of teaching such as; subject mastery, effective communication, lesson preparation and presentation (Onyeachu, 1996). The influence of teachers’ teaching effectiveness on the learning outcome of students as measured by students’ academic performance has been the subject of several studies (Adediwura and Tayo, 2007; Adu and Olatundun, 2007; Schacter and Thum, 2004; Starr, 2002).

To this end, Blankstein (1996) had stated that students’ grades and test scores are not good indicators of the quality of teachers’ instruction. In support of this view, a study carried out in Nigeria by Joshua et al. (2006) showed that Nigerian teachers condemn the use of student achievement scores as indicators of teachers’ competence, performance or effectiveness. Since students’ academic scores are not the only predictors of teachers’ effectiveness, researcher shave sought other fairer ways of evaluating teachers’ effectiveness.

Sanderson (2003), believed that empowerment creates motivation and energy in workforce to do their work efficiently and effectively (Amin. et al, 2010). Kuo et al. (2010), recommended that together the job characteristics of career revamp and employee empowerment are imperative characteristics in giving greater employee dedication and trustworthiness toward the organization and increased level of motivation (Reena et al, 2009). More the loyalty towards the organization and higher the motivation works best for the effectiveness and growth of a business.

In the long run, the effects of compensation and benefits diminish as employees begin to feel a sense of loyalty and organizational commitment. When employees begin to feel they are an indispensable part of the organization, they often become dissatisfied with their compensation and benefits. Finally, when employees feel they are a superior part of an organization, they typically believe that the organization owes them much more than what they are already receiving (MacDonald and Gabriel, 2013). At this point, compensation is simply the glue which holds many dissatisfied employees in place. Furthermore, it does not mean that there is a positive correlation between better compensation and better performance.

Posti (2005), inclines that people need motivation just as pieces of equipment need fuel and operators. This is highly demanded to ensure that they are always at their optimum working condition. In turn, this will absolutely lead to optimum productivity. People are one of the most important assets in business. They have unlimited potential to contribute in the achievement of objectives. Their aggregate productivity propels the operations of the company. It dictates the overall performance, which creates an attractive corporate culture.

Employers and owners need to create organizations where excellent performance leads to competitive compensation for people throughout the organization. Without rewards, a company is planting seeds for high turnover, low productivity and long-term failure. However, to reward employees that are not performing saddles an organization with higher payroll costs and encourages poor performers to stay while discouraging the employees that go above and beyond expectations (steers et al 2012). The impact of compensation and benefits on employee performance and organizational effectiveness depends on the existing compensation and performance management programs at an individual company. Typically, most employees respond to increases in pay and benefits with a positive and more productive attitude. However, the opposite is true as well. Sometimes, employees only notice rewards of a salary increase the day the increase is communicated to them, and the day they receive the first paycheck that includes the salary increase.

Dems (2010), said that the value of human resource productivity is a managerial concern. Employee motivation is the classic response on this matter. This has been utilized for ages by many different entities, small- and large-scale businesses alike. It fosters mutual growth in an employer-employee relationship. Indeed, motivation increases productivity. In the study (Wood, 2000), he examined the role of active exploration in an adult training program. Their results indicated that participants who were trained to actively explore the environment during training had higher intrinsic motivation levels, as well as higher performance on transfer tasks.

Compensation is one of the primary reasons for employees to seek employment. They are rewarded for their services and efforts that they exert for their organizations. They can be compensated in many ways for example salaries, holidays, bonuses etc. There are two basic compensation models; performance based pay and components based pay. In the former paradigm, employee’s compensation is either tied to the way he performs; if he performs better he would be rewarded accordingly (performance based pay) and on the other hand, non performance based pay; where, employee’s performance is not tied to getting rewards, rather the employee is paid or rewarded even if its performance is not up to the mark for example fixed pay and salaries (Taylor, 2005).

The relative importance of various factors used to measure the performance of employees should be related to how well each measure informs the principal about the employee`s actual performance (Lambert and Larcker, 1987; Banker and Datar, 2013). For decade`s employees measure have been used as primary indicators of managerial performance with prior research documenting a significant relation between employees based performance and financial compensation (Antic and Smith, 1986, Ittner, et at., 2013). Moreover, both the annual cash bonus and the sum of the cash bonus plus stock based compensation have been linked to employees based performance as well as numerous other attributes of the firm’s governance structure (Core, et al, 2011).

Dems (2010), indicates that the relationship between Motivation and employee performance is to the effect that when employees are properly motivated, it creates delight in their day to day work. Various studies and research have also proven that delighted employees give out their best in the workplace. However, many employers and managers do not value the impact of motivation on employee performance. As such, in trying to increase performance and thus productivity, they ignore motivation and resort to other factors such as employee competencies, process efficiency and effectiveness, technology deployment, innovation, organizational learning, and others.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents the method that was used in conducting the study. It describes research methodology, the area of study, the study population and sampling design, sources of data, data collection, data collection procedure and instruments, data analysis tools and limitations to the study.

3.1 Study Design

This is a case study adopting cross-sectional survey design in gathering of information on Management styles and students’ academic performance. The study will  use qualitative and quantitative data. The combined analysis is helpful in that qualitative approach will generate rich details and valid data which contribute to the depth understanding of the research problem. Quantitative approach will generate reliable information based on gathering data using numerical figures.

3.2 Study Population

This study will target a total of 88 respondents from four Schools in Hoima District. This is because all these categories of respondents are believed to be knowledgeable about the research topic.

3.3 Sampling Technique

Stratified sampling, Purposive sampling method will be employed in investigating respondents among the head teachers, deputies and directors, implying that specific target respondents well known for their services and responsibilities will be selected. Directors from the Headquarter offices and managers from other offices will be purposively selected. However, simple random sampling will be used in determining respondents among the teachers and students, support staff found in all schools selected.

3.4 Sample Selection

Using Krejcie & Morgan, (1970), a sample size of 70 will be selected among all categories of respondents using stratified, random sampling. This will be expected to improve on the reliability of data to be collected in this study.

Table 3: 1: Categories, population, sample and sampling techniques that will be used in the study based on Krejcie and Morgan sample size determination model.

Source: Adopted and modified from Krejcie & Morgan 1970 (as cited in Amin, 2005)

This sample is deemed reasonable because often studies on management are based on small samples as pointed out in the previous studies (Nelson, 1988; Spiro, 2002). According to Sekaran (2000:296) – Sample sizes of larger than 30 and less than 500 are appropriate.

3.5 Data Collection Methods and Sources

Data collection methods are an integral part of research design which involves selection of both qualitative and quantitative data (Amin, 2005). The study will employ both primary and secondary data collection approaches.

3.5.1    Secondary data Collection

Roston, (2001) defines secondary data as that kind of data that is available, already reported by some other scholars. Secondary data will be included policy documents and abstracts of the various scholars relating to the topic of discussion in question. Secondary data for this study will be got from sources like libraries, archived records of compliance practice and related organizations.

3.5.2 Primary Data collection

According to Roston, (2001), primary data is that kind of data that has been gathered for the first time, it has never been reported anywhere. Short comings of secondary data sources such as out datedness and inadequacy in terms of coverage, will necessitate the use of primary sources for first hand data. Self-administered questionnaire will be used and this will enable the researcher to cover a large population quickly and at a reasonable cost.

3.6 Data Collection Instrument

3.6.1 Structured Questionnaire

The questionnaire will be used on the basis that the variables under study cannot be observed for instance the views, opinions, perceptions and feelings of the respondents. The questionnaires will  be equally used because the information will be collected from a large sample in a short period of time because most respondents can read and write (Sekaran, 2003). Personally administered questionnaires will be used to draw information regarding compliance practice. They will be administered to directors, managers, teachers and support staff of selected schools because they are convenient and efficient in the collection of quantitative data. The questionnaires will be open and closed ended with a likert scale on five anchors. The researcher will choose the questionnaire as an instrument because the study will be virtually descriptive and the tool is an easy method of data collection.

3.6.2    Interview Guide

Open ended questions will be used in interviewing respondents in the study.

3.6.3    Documentary Analysis Checklist

This instrument will contain a list of documents that will be reviewed to obtain the necessary secondary data in revere to the study objectives, questions and hypothesis.

3.6.4    Observation check list

Observation check list will be used in assessing factors that determine teacher performance.

3.7 Reliability and Validity

A pilot test will be carried out to establish the reliability of the study instrument using Cronbach’s coefficient alpha (Cronbach, 1946). The researcher ran Cronbach’s reliability test to establish reliability of the questionnaire.

Validity of the instrument will be obtained using the Content Validity Index (CVI).

3.8 Data collection Procedure

The researcher after designing and pre-testing data collection tools obtained a letter from Kyambogo University introducing him to the district authorities and the sub counties. He will  then approach the schools for permission to collect data from their schools after explaining the purpose of the study.  Upon being allowed he will contact some respondents to build rapport with them and make appointment. Then he will go back on an appointed date and administer questionnaires assisted by a research assistant. Then questionnaires that will be filled that day will be collected, while those that will complete will be collected later as agreed with respondents. During the time of administering questionnaires, the researcher will also contact key informants, and make appointment with them for an interview. Then he will be back again on the agreed dates and conduct interviews, using the interview guide.

For observation method, the researcher will visit the schools with his observation check list which and he will fill basing on what is observed.

 3.9 Research Variables and their Measurements

The variable of the study will be measured on a five point Likert scale ranging from 1- strongly disagrees to 4-Strongly agree. The choice of this measurement will enable that each point on the scale carries a numerical score which will be used to measure the opinions of respondents and it the most frequently used be summated scale in the study of business and social attitude.

3.10 Data Processing and Analysis

After receiving the filled questionnaires from the field, a data entry capture template will be designed in Statistical Package for Social Scientists (SPSS), which will be used for data entry and cleaning. For exploratory factor analysis, frequency distributions, percentages and cross tabulations will be ran to summarize the respondent’s views on the questions under study.