Effect of Teachers’ Welfare on Job Effectiveness among Secondary Schools in Mbarara City, Uganda

Abstract

This study sought to establish the effect of teachers’ welfare on teachers’ job effectiveness among the secondary schools in Mbarara City in Uganda using a descriptive cross sectional survey design.  The study was conducted in Mbarara City which had 25 secondary schools. The 25 schools had 750 teachers and 25 Head teachers. According to Galvan (2013), a sample of 50% is desirous. Therefore, 50% of 25 schools brought 12 schools which were sampled. The twelve schools had 360 teachers from whom systematic random sampling was used to select 260 teachers. Out of the 260 teachers selected, 256 responded and out of 12 head teachers selected, 10 responded. Furthermore, one Education Office and one City Inspector of schools were included in the sample. Descriptive statistics and Pearson correlations were used in analyzing the data. The study established a moderate quality of welfare of secondary school teachers in terms of housing, performance allowances, medical care services, school environment, meals, transport allowances, training and development opportunities, classroom environment and government policy on teachers. The level of teachers’ job effectiveness was also perceived to be moderate. Furthermore, the study established a moderate positive relationship between teachers’ welfare and job effectiveness. It is recommended that teachers’ salaries and allowances be regularly provided in time. Meals, housing and other facilities should be given to teachers to encourage them to work hard.