




































 

  

The interaction effect between teachers’ welfare and 

human capital on Performance of Government Aided 

Primary Schools in Isingiro district, Uganda. 

Perez Mbiire Batwine Mujuni, Adrian R. Mwesigye, and Charles 

Tushabomwe - Kazooba 

 

 



European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

32 
 

The interaction effect between teachers’ welfare and human capital on 

Performance of Government Aided Primary Schools in Isingiro district, 

Uganda. 

Perez Mbiire Batwine Mujuni 

Department of Economics, Faculty of Business and Management Sciences, Mbarara University of 

Science and Technology 

Email: pmujuni@must.ac.ug 

Adrian R. Mwesigye 

Associate Professor, Mbarara University of Science and Technology 

Email: arm@must.ac.ug 

 Charles Tushabomwe - Kazooba 

Associate Professor, Mbarara University of Science and Technology 

Email: tkazooba@must.ac.ug 

Abstract 

Purpose: This research aimed at establishing the effect of interaction between teachers’ welfare and 

human capital on performance of government aided primary schools in Isingiro district, Uganda.  

Methodology: A cross sectional research design and post-positivist paradigm were used to collect data 

from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents 

participated in the study. The study used closed-ended questionnaires, interview guide and checklists. 

The schools to be included were selected using simple random sampling and were considered as unit 

of analysis while the respondents who included District officials, head teachers, teachers and school 

management committee members formed the unit of enquiry, these were selected purposively based 

on the knowledge they had on the subject matter. Each school selected, provided the information from 

the respondents who in this case were the head teacher, two teachers and a chairperson of school 

management committee member. The research was guided by the null hypothesis, Ho1: An interaction 

of teachers’ welfare and human capital has no significant effect on performance of government aided 

primary schools in Isingiro district, Uganda. 

Findings: The findings of the study revealed that, there is very significant effect between interacting 

teachers’ welfare and human capital on performance of government aided primary schools (t-value = 

11.940, Sig. = .000) thus rejecting the null hypothesis (Ho1). The results signify that since R- Square 

= 0.288, this means that interacting/ combining both variables of teachers’ welfare and human capital 

in the model, will contribute 28.8% of good performance of performance of government aided primary 

schools in Isingiro district, Uganda.  

Recommendations: The study recommend the government through the Ministry of Education & 

Sports to impose the training, provide workshops and give minimum-wage law for government aided 

primary school teachers. This would possibly caters for teachers’ motivation when given some due 

care and attention. In addition, the Ministry of Education & Sports should create social benefits for 

government aided primary school teachers as a means to enhance their wellbeing and motivate them. 

Moreover, it is also recommended that government aided primary schools’ teachers be given 

allowances such as rental, medical care and transport which could probably motivate them. Since 

human capital is important for the improvement of primary schools’ performance, it is advisable that 

the government should provide free trainings and workshops to school teachers’ so that they can gain 

skills and knowledge and possibly help them performance better at school. 

Keywords: Teachers’ welfare, human capital, performance, government aided primary schools, 

Isingiro district, Uganda. 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org
mailto:pmujuni@must.ac.ug
mailto:arm@must.ac.ug
mailto:tkazooba@must.ac.ug


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

33 
 

Introduction 

The Ugandan primary education system experienced major changes in 1997 when the government 

of Republic of Uganda adopted Universal Primary Education (UPE) which abolished all tuition 

fees and all parents and teacher association charges for primary education. The changes led to 

increased enrollment in primary schools pupils from 2.9 million in 1997 to more than 8 million in 

2010 (Oonyu,2012). The government responded to the increased demand in education by 

undertaking several reforms and policies which included; building and renovation of schools, 

procurement of instructional materials, and training, hiring and retaining teachers, fighting against 

pupil absenteeism, curriculum reform and decentralization of primary education (Ministry of 

education and sports, 2013). The national pupil teacher ratio and pupil classroom ratio was also 

revised downwards. In Isingiro district, by 2010; pupil teacher ratio was about 53%. Government 

funding for primary education sector since 1997 has stood at between 65% and 68% per year of 

the total education budget (Oonyu, 2012). 

Primary School education in Uganda was introduced by missionaries in 1877 and was modeled 

along the British system of education because Uganda was a British protectorate from 1894 until 

1962 when she attained her independence. During that time, teachers were held in high esteem and 

their welfare included; housing, medical care, meals, basic allowances, and the school facilities or 

environment were largely conducive for teachers to perform their duties as educators. The period 

of President Idi Amin regime (1971-1979), however, affected teacher’s welfare among other 

sectors in the country. This period was characterized by insecurity, breakdown of economic 

activities, brain drain, and a decline of social services leading to poor schools performance. The 

real value of salaries and wages collapsed by 90% in less than a decade. Parents had to step in and 

this led to the formation of Parents and Teacher Associations (PTA) which introduced charges that 

helped to reduce the financial burden of the school’s budget (Aguti, 1996; Okuda, 2014). 

When the government of Republic of Uganda introduced of Universal Primary Education in 1997, 

the PTA charges were abolished in public primary schools in rural areas and the issues of teacher 

welfare were undertaken by government (Oonyu, 2012).Abolishing PTA charges was politically 

popular and it helped attract enrollment but it did not emphasize teachers’ welfare yet teachers are 

a key determinant in quality education. Teachers were not happy with their welfare status and are 

always threatening by taking industrial action over low pay and poor working conditions (Kagolo, 

2013, Kaaya, mulidwa & Kimbowa, 2013, Kagolo, 2015). Yahiaoui, Anser and Lahouel, (2015) 

posit that employee welfare contributes towards organizational performance. Teacher motivation 

is very important since it improves the skills and Knowledge of teachers seeing as it directly 

influences the student’s achievement (Mustafa & Othman, 2010). 

Organization performance was being undertaken a long time before the world wide movement of 

New Public Management. However, with the emergency of New Public Management, 

performance became more pronounced. The reason being that, there was demand for transparency, 

appropriate managerial methods of controlling and managing administrations in order to have 

efficiency and effectiveness (value for money) in the public sector. Performance appraisal systems 

have kept changing over the last 50 years from emphasis on the employee through focus on the 

job and a recent return to the employee. Earlier, employee performance was concerned with simply 

ranking and comparing individual employees but due to continuous weakness of such a system, 

researchers made a transition to job related performance assessment leading to development of 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

34 
 

sophisticated models for understanding employee and Organisation performance appraisal 

(Prasad, 2010; Damaris, Elegwa & Kwasira, 2016). 

Performance is the degree to which an employee and organizational goals are met (Feng, 2010). It 

comprises both behavior and outcomes (Armstrong, 2003; Feng, 2010). Behavior comes from the 

worker who transforms performance from abstraction into action leading to a product or an 

outcome (Kalyani, 2006). Feng (2010) opines that performance can be viewed from three different 

angles, that is, results oriented performance, conduct oriented performance and the integration of 

conduct and result oriented performance. Employee welfare can also be traced from the industrial 

revolution in European countries. In early 1820s, workers started forming groups to address some 

of the challenges caused by the revolution and managers throughout the world have used it to 

enhance workers performance since then (Kaur, 2012). 

Katarasibwa (2005) echoes Ekatan, Isingoma, Nanziri and Nabwiso (1995) by looking at teachers 

and general school performance as the extent to which teachers in a school achieve the 

requirements of their job in an effort to fulfill school objectives. This general performance must 

be geared towards promoting the process of teaching and learning for the benefit of the pupils. In 

this study school performance is conceptualized as the extent to which the school objectives are 

achieved through lesson preparations which involve making schemes of work, lesson plans, record 

of work done, preparing and using learners registers, actual classroom teaching, assessment and 

evaluation of the learners, attending staff meetings, management of learners discipline, 

involvement in co-curricular activities, counseling and guidance. 

"Human capital" is defined as knowledge, skills, attitudes, aptitudes, and other acquired traits 

contributing to production (Goode (1959). In Economics, the term human capital is used to define 

increase in productivity levels and human capacities due to education and health. In economists' 

view, human capital in industries and business organizations is mostly defined as input measured 

in terms of economic returns or profits they earned. On the other hand, human capital in education 

can be taken as both input and outcome defined against cumulative knowledge, skills and abilities 

overall education systems have generated through abundant education and training provisions. 

Human capital theory rests on the assumption that formal education is highly instrumental and 

necessary to improve the productive capacity of a population. In short, human capital theorists 

argue that an educated population is a productive population. Human capital theory emphasizes 

how education increases the productivity and efficiency of workers by increasing the level of 

cognitive stock of economically productive human capability, which is a product of innate abilities 

and investment in human beings.  

A critical examination of the training policy indicates that it contains all the essential elements of 

training and development. According to Mohamud (2014) training policy shows that training and 

development falls under Human Resource Development (HRD) function which has been argued 

to be an important function of Human Resources Manual (HRM). Employees, managers and 

Human Resources (HR) should all collaborate to build a Continuous Professional Development 

(CPD) culture. It’s an employee’s responsibility to seek new learning opportunities. It’s a 

manager’s responsibility to coach their teams and identify employee development needs. And it’s 

Human Resource (HR) responsibility to facilitate any staff development activities and processes 

(Antoniu, 2010). According to Quality Educators’ Project- UGANDA (2011), it is through the 

training programme to head teachers and the teachers in the schools that will develop the skills 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

35 
 

they need to create more holistic and meaningful performance planning, monitoring and evaluation 

at the school level. 

Therefore, teachers’ welfare and human capital in this study focused on the wellbeing of teachers 

by providing accommodation, meals, medical care, basic allowances and the school facilities or 

environment, and making the teacher more productive. It can be noted that from a theoretical 

perspective, the theories greatly contributes to understanding and shaping of the linkage between 

teachers’ welfare, human capital and performance of government aided primary schools, Isingiro 

district in Uganda. 

Literature Review 

Welfare services are provided in order to increase the productive efficiency of the employees by 

keeping their motivation levels high (Venkata & Lokanadha, 2015). In this study Fredrick 

Herzberg, (1959) Two Factor Theory guided the linkage between teachers’ welfare and primary 

schools’ performance. Fredrick Herzberg Two factor theory has been accepted as one of the 

theories of motivation in the field of management that can explain contemporary employee 

performance. This theory was advanced by Fredrick Herzberg in 1959 to explain employee work 

motivation. 

Herzberg states that there are certain factors in the work place that can cause job satisfaction while 

others cause dissatisfaction.  Herzberg divided the factors into motivating and hygiene factors. The 

motivating factors are strong contributors of job satisfaction and include things like challenging 

work, recognition and responsibility (Nairuba, 2011; Bhatnagar, 2014; Linda & Hannah, 2015). 

However, the hygiene factors are not strong contributors of job satisfaction but must be present to 

meet employee expectations and prevent job dissatisfaction. Hygiene factors include; provision of 

employee accommodation, break tea, lunch, medical care, compensation and good working 

environment to ensure that an employee is not dissatisfied and ultimately promote effective 

employee performance (Namuddu, 2010; Bhatnagar, 2014). Although the Herzberg two factor 

theory has been criticized severely for being methodologically bound, fraught with procedural 

deficiencies and for not being consistent with previous evidence concerned with satisfaction and 

motivation (Vroom, 1966; Bhatnagar, 2014), it is still applicable to this study because of its 

relevance to education stakeholders in identifying factors that may motivate teachers in 

government aided primary schools in Isingiro district, Uganda. 

Teachers are the key in achieving all of the Education 2030 agenda .As teachers are a fundamental 

condition for guaranteeing quality education, teachers and educators should be empowered, 

adequately recruited and remunerated, motivated, professionally qualified, and supported within 

well-resourced, efficient and effectively governed systems. (UNESCO et al., 2015). Moreover, 

Education 2030, articulates that ‘teachers and educators, and their organizations, are crucial 

partners in their own right and should be engaged at all stages of policy-making, planning, 

implementation and monitoring” (UNESCO et al., 2015). The international task force on teachers 

for education for all (EFA) (2015) suggests that one of the main reasons that “teachers and teaching 

should be at the top of policy-makers’ concerns” is because “teachers are one of the largest 

components of a nation’s labour force, the principal human resource in any education system, and 

the largest single financial component of any education authority’s budget…” Indeed, based on 

my analysis of World Bank education sector strategy documents (World Bank, 1995, 1999, and 

2011), I found a strong emphasis on teachers as human capital i.e. the belief that the role of workers 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

36 
 

in production is similar to the role of machinery and other forces of production (Johnson, 2000; 

Becker, 1993) or as a human resource input that is required for the process of producing student 

learning outcomes (Ginsburg, 2012). 

In addition to teachers as a human resource input, is the idea of teachers as employees. That is, to 

insert this human resource into the education system, teachers have to be hired (and perhaps fired), 

generally be paid some salary, receive some fringe benefits, be provided with conditions of work. 

The employee category also includes attention to the possibility of a career structure, standards of 

practice, as well as supervision and assessment of their work. In addition to base pay or basic 

salary, which may include retirement pension and social security provisions, other financial 

incentives forming part of teachers’ reward packages, include allowances for particular 

responsibilities, family benefits, housing provision or subsidies, transport subsidies and financial 

contributions towards further training. 

Despite this necessity of human capital measurement, traditional method of the human capital 

measurement includes a few limitations. To begin with, Wolf (2002) suggests that some of 

indicators can be actually considered as incomplete ones. To support his assertion, he exemplifies 

that a worker’s wage, one of human capital indicators as proxies-hardly measures ‘authentic 

human capital’. By the drawback of traditional human capital measurement, it is acceptable to 

measure the authentic human capital instead of utilizing proxies such as income and productivity. 

Human capital theory rests on the assumption that formal education is highly instrumental and 

necessary to improve the productive capacity of a population. In short, human capital theorists 

argue that an educated population is a productive population. Human capital theory emphasizes 

how education increases the productivity and efficiency of workers by increasing the level of 

cognitive stock of economically productive human capability, which is a product of innate abilities 

and investment in human beings. The provision of formal education is seen as an investment in 

human capital, which proponents of the theory have considered as equally or even more 

worthwhile than that of physical capital (Woodhall, 1997) 

In addition, it is difficult that human capital itself independently contributes to individual 

development and organization growth. According to Ashton & Green (1996), it is necessary that 

the link between human capital, welfare and organization performance should be considered within 

a social and political context to precisely measure the human capital. Furthermore, many empirical 

literatures present that financial, human and social capital positively influence ‘something like 

individual health and work input’ (Blakey, Lochner, & Kawachi, 2002; Veenstra, 2001; Veenstra 

et al., 2005; Wilson et al., 2004).  

Consequently, the purpose of this objective was to find out how the combined factors human 

capital and teachers’ welfare have a significant influence on the performance of government aided 

primary schools in Isingiro district, Uganda. The researchers therefore carried out this study to 

establish the relationship between teachers’ welfare, human capital and the performance of 

government aided primary school in Isingiro district, Uganda. 

Research Methodology 

The study employed cross-sectional research design. Isingiro district has a total number of 173 

government aided primary schools according District Education Officer and a sample of 118 

schools was selected basing on Krejcie & Morgan (1970) table for determining sample size and 

475 respondents participated in the study.   

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

37 
 

The selected schools were categorized according to the zones in the district by stratification. In 

this study, the schools to be included were selected using simple random sampling and were 

considered as unit of analysis while the respondents who included district officials, head teachers, 

teachers and school management committee members formed the unit of enquiry, these were 

selected purposively based on the knowledge they had on the subject matter. Each school selected, 

provided the information from the respondents who in this case were the head teacher, two (2) 

teachers and a chairperson of school management committee member. 

In this study, the main data collection instruments were structured questionnaires that were close 

ended in design, structured interview guide and observation checklists. Secondary data were 

collected from journals, government reports, published and unpublished theses and internet. The 

researcher employed both quantitative and qualitative data analysis for purposes of methodological 

triangulation in order to enhance the validity and reliability of the study findings (Amin, 2005). 

Data collected from the field were examined for its accuracy and completeness of information 

given. It was cleaned, sorted out and entered into excel computer software and exported to SPSS 

version 26, explored and analyzed (Field, A. (2009). The analysis relied on both descriptive and 

inferential statistics. Descriptive statistics such as frequencies, percentages, mean, and standard 

deviation were used to generate reports for discussion. Hierarchical regression and general 

regression analysis were used to determine the relationships between the variables. 

Qualitative data analysis was done through thematic (content) analysis as was recorded during face 

to face interview and through observation. The researcher used a quick impressionist summary in 

analyzing qualitative data; he summarized key findings by noting down the frequent responses of 

the respondents during the interview on various themes concerning the relationship between 

housing, meals, medical care, basic allowances, school environment and performance of 

government aided primary school in Isingiro district were noted in form of notes.  

Measurement of Study Variables 

The independent variables –Teachers’ welfare were measured in form of provision of houses to 

teachers, meals at school, medical care, basic allowances and the school facilities (environment) 

in which the teachers perform their duties as educators, while human capital and the dependent 

variable were measured using a five point Likert scale with assigned values in the following 

format; 5 - Strongly Agree; 4 - Agree; 3 -Not Sure/Neutral; 2- Disagree and 1 - Strongly Disagree. 

According to Bill (2011), the Likert scale was able to measure perception, attitudes, values and 

behaviors of individuals towards a given phenomenon. The data was then aggregated; mean values 

and standard deviations were computed for interpretation. 

Results 

Demographic Characteristics 

Table 1: Demographic Results 

Demographic Variables Number (%) 

Gender  

Male     282( 59.4) 

Female    193(40.6) 

  

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

38 
 

Age Bracket (Years) 

20- 29 76(16.0) 

30- 39 203(42.7) 

40- 49 111(23.4) 

50 and above  85(17.9) 

Experience (years)  

< 1 27(5.7) 

1 – 4 110(23.2) 

5 – 9 135 (28.4) 

10 -14 120(25.3) 

15 and above 83(17.5) 

Marital  status   

Married   425(89.5) 

Single 29(6.1) 

Divorced 08(1.7) 

Widowed 12(2.5) 

Others   01(0.2) 

Level of  Education   

Primary   22(4.6) 

Secondary   42(8.8) 

Grade III/ Equivalent 307(64.6) 

Diploma in Education 10(2.1) 

Bachelors 85(17.9) 

Post-graduate 9(1.9) 

Work status   

Teachers 236(49.7) 

Head teacher 118(24.8) 

SMC members  118(24.8) 

DEO 1(0.2) 

DIS 1(0.2) 

DES   1(0.2) 

Source: Field data (2022) 

The findings in table 1 revealed that majority of the respondents were males 282(59.4%). The 

female respondents stood at 193(40.6%) implying that both gender were fairly represented. The 

work status of the respondents was also ascertained and results indicated in table 1.The head 

teachers represented 118(24.8%), teacher constituted 236(49.7 %) while members of the school 

management committees were 118(24.8%). The findings revealed that head teachers, teachers and 

school management committee members were well represented in the study. The age groups of the 

respondents were analyzed and findings presented in table1.The majority of the respondents 

203(42.7%) were aged 30 -39 years, followed by 111(23.4%) and 85 (17.9 %) who were between 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

39 
 

40-49 years and 50 years and above respectively. 27(5.7%) of the respondents had their ages in 20 

-29 years bracket. This implied that, majority of the respondents (66.1%) were aged 40 years and 

below. These were believed to be more productive labour force that would work hard to bring 

good performance in government aided primary schools in Isingiro district, Uganda.  

The marital status of the respondents was analyzed and findings presented in table 1. In this study, 

majority of the respondents were married 425(89.5%) followed by those who were single 29 

(6.1%). The number of those who were divorced stood at 08(1.7%) while the widowed were 

12(2.5%) and unspecified marriage status was at 1 (0.2 %). The number of years that the 

respondents had spent in their current schools was also analyzed. The findings are presented in 

table 1 .The majority of the respondents 135(28.4%) had been in their current schools for 5-9 years, 

followed by 120(25.3%) and110 (23.2 %) who had been in their current schools for between 10 - 

14 years and 1- 4 years respectively. 83(17.5%) of the respondents had been in their current schools 

for 15 and more years while only 27(5.7%) had been there for less than a year. This implied that 

94.3% of the respondents had been in their current schools for more than a year; a period the 

researcher believes was long enough for the respondents to tell whether the various teachers’ 

welfare and human capital constructs under study were being offered in the schools and how such 

schools were performing.  

The education status of the respondents was analyzed and findings presented in table 1.The 

majority of the respondents 307(64.6%) had grade III/ equivalent certificates, followed by 

85(17.9%) and 42(8.8 %) who had bachelor’s degrees and secondary education respectively. 

22(4.6%) of the respondents had primary education, 10(2.1%) had diploma in primary education 

while only 9(1.9%) had post graduate in education. In addition, out of 307 teachers who 

participated in the study, 195 (63.5%) had attained grade III certificate as the highest level of 

qualification. This implied that 78.1% of the respondents had grade III certificates and below; this 

means that level of education for teachers in government aided primary schools in Isingiro district; 

Uganda was still low since majority of teachers had not got higher qualifications beyond diploma. 

Table 2: Hierarchical regression model (Model summary) 

Model R 

R 

Square 

Adjusted 

R Square 

Std. Error of 

the Estimate 

Change 

Statistics         

          

R Square 

Change F Change df1 df2 

Sig. F 

Change 

1 .54

6 

0.298 0.296 0.25931 0.298 149.389 1 352 0.000 

2 .56

8 

0.322 0.318 0.25515 0.024 12.569 1 351 0.000 

a. Predictors: (Constant), Welfare 

b. Predictors: (Constant), Welfare  , Human capital 

Using hierarchical multiple regression analysis, the predictive power of each variable was 

established. Results from Table 2 above, the comparative importance of each predictor was judged 

on the basis of how much it adds to the prediction of a criterion variable. To begin with, the results 

in model one (1) indicate that teachers’ welfare significantly predicts performance of government 

aided primary school. The results in Table 2, indicate that teachers’ welfare explains 29.8% (R 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

40 
 

Square change=.298) of the variations in performance of government aided primary schools in 

Isingiro district, Uganda. Similarly, results in Model 2 indicate that the introduction of human 

capital in the regression, significantly affected the results in model indicating that, human capital 

explains 2.4% (R Square change =.024) of the changes in performance of government aided 

primary schools in Isingiro district, Uganda. 

This also implies that of the two variables (teachers’ welfare & human capital), welfare explains 

much of the variations, followed by human capital. Finally the two variables explain an overall of 

31.8% (Adjusted R Square=.318) of the variations in performance of government aided primary 

schools in Isingiro district, Uganda. This also implies that the remaining 68.2% is explained by 

other variables not considered in this study. 

Table 3: Regression analysis of study variables (Interaction effect) of teachers’ welfare and 

human capital 

Model   

Unstandardized 

Coefficients   

Standardized 

Coefficients t Sig. 

    B Std. Error Beta     

 (Constant) 1.933 0.065   29.923 0.000 

  Interaction 

(Human capital) 

0.116 0.010 0.537 11.940 0.000 

R .537           

R Square 0.288           

Adjusted R Square 0.286           

F-value 142.557           

Sig. .000           

N 118           

Dependent Variable: Performance of government aided primary schools    

Source: Field data (2022) 

The results in Table 3 above indicate that, there is very significant effect between interacting 

teachers’ welfare and human capital on performance of government aided primary schools in 

Isingiro district, Uganda (t-value = 11.940, Sig. = .000) thus rejecting the null hypothesis (Ho1). 

The results signify that since R- Square = 0.288, this means that interacting both variables of 

teachers’ welfare and human capital in the model, will contribute 28.8% of good performance of 

government aided primary schools in Isingiro district, Uganda.  

Discussion 

This section focuses on the discussion of the research findings in relation to the hypothesis that 

was stated. In this study, the researcher was to find out the effect of interaction of teachers’ welfare 

and human capital on   performance of government aided primary schools in Isingiro district, 

Uganda. This was guided by the null hypotheses; as stated below 

Ho1: A combined factor (interaction) of teachers’ welfare and human capital has no significant 

effect on the performance of government aided primary schools in Isingiro district, Uganda. 

Table 2 shows that the  results in regression Model 2 reveals that, introducing the variable human 

capital  significantly affect the results in the model, indicating that human capital explains 2.4% 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

41 
 

(R Square change =.024) of the changes in performance of government aided primary schools in 

Isingiro district, Uganda. This also implies that of the two variables (teachers’ welfare & human 

capital), welfare explains much of the variations, followed by human capital. In this case the two 

variables explain an overall of 31.8% (Adjusted R Square=.318) of the variations in performance 

of government aided primary schools in Isingiro district.  

The results in table 3 indicate that, there is very significant effect between interacting teachers’ 

welfare and human capital on performance of government aided primary schools in Isingiro 

district, Uganda (t-value = 11.940, Sig. = .000) thus rejecting the null hypothesis (Ho1). The results 

signify that since R- Square = 0.288, this means that interaction effect of the variables of teachers’ 

welfare and human capital in the model, will contribute 28.8% of good performance of government 

aided primary schools in Isingiro district, Uganda. 

The results in table 2 indicate that there is a positive significant relationship of interaction between 

teachers’ welfare, human capital and performance of GAPs at 99% level of confidence (r=.568, 

p<.01), thus rejecting the null hypothesis (Ho1). The results signify that the interaction of teachers’ 

welfare and human capital is highly associated with good performance of government aided 

primary schools in Isingiro district, Uganda. In this study, the results show that teachers’ welfare 

constructs had positive significant relationship with government aided school performance. These 

results were discussed as follows: 

Housing teachers was found to have a positive significant relationship with performance of 

government aided primary schools’ in Isingiro district, Uganda (r=.441, p< .01) 

Findings revealed that housing the teachers had a positive significant relationship on government 

aided primary schools’ performance in in Isingiro district, Uganda. The finding are consistent with 

previous studies done by Akinmoladun and Oluwoye, (2007), who argued that universally, housing 

is the second most important human need after food and it is more than shelter as it provides 

investment opportunities, offers shelter and improves on an employees’ social and cultural status. 

The quantitative results were integrated with qualitative findings as follows; The district official 

DO3 observed that, “You cannot expect a teacher who has been walking a very long distance to 

be very effective in his or her work. Definitely lack of enough teachers’ houses in this district has 

contributed to poor teacher performance in terms of late coming, absenteeism, discipline 

management and ultimately poor results at national level.” 

The revelation is in tune with findings by Krishna & Aquina, (2004) and Tweheyo, (2008) who 

posit that housing teacher was meant to make their work easier and enjoyable so that they may 

concentrate on their duties as educators. The teacher does not need to walk or travel a long distance 

to school and this may minimize absenteeism, late coming and it also enhances a teachers’ status. 

Unfortunately, schools in Isingiro districts did not have enough teachers’ houses and do not rent 

houses for their teachers. This may account for late coming of teachers in government aided 

primary schools in Isingiro district, Uganda. The district official DO1 said, “This district is 

constrained with teachers’ housing. We are a rural district that is also poor and mainly depending 

on funds from the government; parents cannot afford to rent houses for teachers who come from 

far. The schools are also located in hard to reach areas especially in the eastern part of the district. 

Therefore housing teachers has an effect on the performance of their duties and this may affect 

schools’ performance in the district.” 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

42 
 

Findings in this study corroborate with UN-HABITANT Report (2015) whose studies have 

revealed that housing was still beyond the reach of most members of the teaching profession and 

many families did not afford basic and decent formal housing. The findings are also in tandem 

with findings by Lyimo (2014) in a study on teachers’ payments in secondary schools in Moshi in 

Tanzania which established that there was lack of adequate teacher housing which had forced 

many of them to stay away from school in rented houses and they were dissipating their energies 

on second jobs and moonlighting. Findings in the study corroborate with Kadzamira (2006) who 

studied teacher motivation and incentives in Malawi where he discovered inadequate housing for 

both primary and secondary school teachers within commuting distance from most schools. The 

findings are in line with Mulkeen (2005) who posit that there is a strong relationship between 

housing in an area and presence of teachers and their retention. This is in tune with the district 

official DO2 who said, “Housing has a bearing on schools’ performance. When teachers stay in 

school or near the school, they will come early, leave late, and will be available to guide and 

counsel the pupils on discipline and academic work. The time they spend walking would be saved 

to make their lesson planning and do the scheming, mark pupils exercise books or even rest or be 

involved in co-curricular activities. It is a pity that this does not happen and the government is not 

planning for this cause.” 

The findings further indicated that where there are a few houses, and some teachers are interested 

in their work and this is one of the reasons most of them resist transfers to schools which are far 

away from their home villages. They prefer to work near their home villages so that they stay in 

their own houses and attend to their gardens and animals from which they earn extra income. The 

findings were found to be in tune with both local and international empirical studies related to the 

effect of housing on teachers’ in government aided primary schools in Isingiro district. This 

housing status affects teachers’ activities and in the long run affects the performance of 

government aided primary schools in Isingiro district, Uganda. 

Provision of meals to teachers at school was found to have a positive significant relationship 

with performance of government aided primary schools’ in Isingiro district , Uganda (r=.285, 

p< .01) 

Findings from providing teachers with meals at school on the performance of government aided 

primary school in Isingiro district revealed that provision of meals had a positive significant 

relationship on the performance of government aided primary schools in Isingiro district. The 

findings are also buttressed by Gulled (2011) who has argued that there is a strong relationship 

between school feeding program and pupil access and retention in primary schools in Wajir district 

in Kenya. Majority of head teachers interviewed agreed that schools in Isingiro district did not 

have an official feeding policy for teachers. The district officials DO1 and DO2 were also in 

agreement with this view.   

The official DO1 remarked that, “There is no official policy in the district in regard to food support 

systems but this is something we may think about in the future. Some of our schools have some 

land on which teachers’ food may be grown. Currently, some of this land is used by teachers to 

grow their crops for their families and not to be consumed at school. The land in some schools is 

used to grow food for the children and the teachers even when the schools have provided the 

teachers with some portions to grow their own private crops. As regards food rations, our teachers 

do not receive any food rations. School budgets do not cater for this type of arrangement.” Lack 

of provision of meals to teachers at school contributes to absenteeism and ultimately poor school 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

43 
 

performance. The status affects the performance of government aided primary schools in Isingiro 

district. This is due to the fact that teachers and other school workers who absolutely contribute to 

the performance of the school are highly affected by lack of meals. 

Provision of medical care to teachers at school was found to have a positive significant 

relationship with performance of government aided primary schools’ in Isingiro district, 

Uganda (r=.254, p<.01). 

Findings from providing teachers with medical care revealed that, provision of medical care at 

school was found to have a positive significant relationship with performance of government aided 

primary schools in Isingiro district, Uganda. Results reveal that government aided primary schools 

in Isingiro district, Uganda do not employ school nurses and neither do they pay teachers’ medical 

bills. The district official DO1 remarked that, “Almost all schools don’t provide medical care for 

teachers. But we have some with first aid boxes for the children but it is not well stocked. It only 

has some sanitary towels and panadol. Our teachers cater for their own treatment because we do 

not have a budget for teachers’ medical care.” 

The findings are further supported by Businge and Nakajubi (2014) who posit that teachers’ 

healthy is a critical factor in the provision of quality public primary education in developing 

countries. In addition, findings were supported by Rwabushaija (Newvision 2016 march 13, p.6) 

who argued that it was obligatory for an employer to ensure health, safety and welfare of the 

persons at the workplace. Employers must take measures to keep the workplace pollution free, by 

employing technical measures, and ensure that workers get the necessary medical treatment when 

they sustain injuries at the workplace. However government aided primary school in Isingiro 

district do not have budgets for first aid and medical care to cater for the teachers and the pupils. 

Providing medical care to teachers and the pupils can improve teachers’ performance greatly as it 

would minimize absenteeism of both the girl child and the teachers. If government can improve 

medical care budgets, provide a nurse, first aid facilities and drugs for government aided primary 

schools, then teachers and pupils in Isingiro district would perform better. 

The findings are further supported by Khan and Aleem (2015) who argued that Pakistan was facing 

many problems in providing health facilities which had affected job satisfaction levels and led to 

employee turnover. Given the status of teachers’ medical care in government aided primary 

schools in Isingiro district, Uganda and their performance, it is possible to deduce that teachers are 

de-motivated and their job satisfaction levels are low. The findings are affirmed by Mulkeen, A. 

(2005) who posits that poor health is a common reason given by teachers for early transfer; as ill 

teachers request to be posted to urban centers to allow them access to medical services and that 

lack of medical facilities had made rural postings less attractive to teachers. This indicates that the 

status of teachers’ medical care in Isingiro district was not satisfactory and this may not favor 

teachers’ working morale in turn affect primary schools performance. This means that teachers’ 

medical care has an effect on teachers’ performance and this in turn affects performance of 

government aided primary schools’ in Isingiro district, Uganda. 

Basic allowances to teachers were found to have a positive significant relationship with 

performance of government aided primary schools’ in Isingiro district, Uganda (r=.421, p<.01) 

Results showed that providing basic allowances to teachers had a positive significant relationship 

with performance of government aided primary schools teachers in Isingiro district, Uganda. The 

findings are consistent with qualitative findings from the district officials DO1, DO2 and DO3, 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

44 
 

who reported that allowances could make teachers organize remedial lessons, set and mark tests, 

attend staff meetings more regularly and organize more guidance and counseling meetings with 

the pupils. According to the DO1, allowances have a positive effect on teachers’ productivity. The 

district official DO2 also had the same view as the official DO1 as regards the effect of allowances 

on teachers’ performance in government aided primary schools. The qualitative findings are 

supported by Ikenyiri and Ihua-Maduenyi (2011) who posits that transport allowance was a strong 

predictor for teacher effectiveness in class in Nigeria. 

The Ministry of Education & Sports in its report (2013) revealed that appointed teachers are 

entitled to several allowances such as: Hardship allowances, travel allowances and others. 

Hardship allowances of 30% of the basic monthly salary given to teachers in hard to reach areas. 

The hard to reach areas are those places characterized by remoteness, insecurity and poor 

infrastructure to attract and retain teachers in those areas. Travel allowances which include safari 

day allowance (per diem) and transport. Extra duty allowances in form of acting allowances, duty 

allowance, and honoraria, sitting allowances normally paid during staff meetings and over time 

allowances. The present research has established that teachers in government aided primary 

schools in Isingiro district do not receive such allowances.  

As district official DO1 stated, there are no allowances for marking tests and remedial lessons. Our 

parents are opposed to the issue of allowances arguing that the government has told them that 

primary education is free (District official DO1 Isingiro January, 2022). Findings further show that 

teachers in government aided primary schools in Isingiro district in Uganda do not receive 

allowances for discipline, counseling and guidance, staff meetings, remedial lessons and marking 

tests. The findings are similar to findings by Lyimo (2014) who established that teachers in 

secondary schools in Moshi district in Tanzania were not receiving their allowances and this had 

negatively affected their living conditions and motivation. This means that basic allowances has 

an effect on teachers and schools’ performance in Isingiro district and this in turn affect 

performance of government aided primary schools’ in Isingiro district, Uganda.  

The school environment was found to have a positive significant relationship with performance 

of government aided primary schools’ in Isingiro district, Uganda (r=.448, p<.01) 

It was further revealed that the school environment had positive significant relationship with 

performance of government aided primary schools in Isingiro district, Uganda. The findings are 

consistent with findings by Ntho and Lesotho council of NGOs (2013) that revealed that many 

schools in Lesotho were not attractive and had inadequate furniture, water and sanitation facilities 

and were overcrowded, leading to irregular attendance by learners. This implies that a more safe 

secure and protective school environment is key in both teachers’ and pupils’ performance in 

government aided primary schools in Isingiro district, Uganda. The findings in this study indicated 

that most schools in Isingiro district did not have adequate toilets for both pupils and teachers and 

staff rooms. Some schools were also dilapidated with cracked walls, floors and bad blackboards. 

This accounts for the current poor performance in government aided primary schools in Isingiro 

district, Uganda. 

The findings in the study are supported by Adeyemi (2008) who found a significant relationship 

between organizational climate and teacher job performance and he argues that a favorable school 

climate (environment) enhances better job performance among teachers. He posits that regular 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

45 
 

teacher supervision and provision of necessary facilities and resources in school leads to better 

performance for both learners and the teachers. 

When asked to comment about quality of facilities in schools, the district official DO1 said, 

“Overall, facilities in our schools are still not enough and you cannot start by addressing the issue 

of quality before addressing the issue of availability. Generally, the quality is not the best for both 

teachers and pupils.  Most schools do not have enough latrines, sports grounds, and staffrooms 

with chairs, recreation facilities and classroom with enough sits. Some schools do not have 

cemented classrooms, but these are few. The classes also need repairs. All these issues affect both 

teachers and pupils’ performance and in turn affect schools performance.” 

The views of the official DO1 were not different from those of the DO2 and DO3. In this study it 

can be concluded that the school environment have a positive significant relationship with 

performance of government aided primary schools’ in Isingiro district, Uganda. 

Human capital has positive significant effect on the performance of government aided primary 

schools in Isingiro district, Uganda(r=.385, p<.01), 

Employees who invest in education and training will raise their skill level and be more productive 

than those less skilled, and so can justify higher earnings as a result of their investment in human 

capital. This has been central in explaining individual earnings differences (Nerdrum & Erikson, 

2001).In this study sub constructs such as qualification of teachers, attitude of teachers towards 

teaching, training of teachers, promotions of teachers after training, satisfaction of teachers at 

work, leadership styles of head teachers, effectiveness of school management committee members 

and involvement of teachers in decision making at schools were key issues the study wanted to 

address in relation to performance of government aided primary schools in Isingiro district, 

Uganda. The official DO1 said that all the teachers in our schools are trained as professional 

teachers though majority are grade III certificate holders. Many of those who have got Diplomas 

and higher qualifications have not been considered for promotions and salary increments and this 

discourages many for upgrading and other trainings as professionals (District official DO1 Isingiro 

January, 2022) 

The views of the officials’ DO1 and DO2 were similar to those of DO3. They agreed that many 

teachers who upgraded have not benefited from the promotions and salary increments. Majority of 

the teachers have grade III certificates and don’t mind about teacher training workshops that are 

organized for staff development office at the district, more especially when no allowances are paid. 

This poor attitude and lack of training makes their work quite difficult when it comes to teaching 

and professionalism on side of teachers and this has a direct effect on their work as instructors of 

knowledge and hence poor performance in schools. 

Asked if School Management Committee (SMC) members were doing their work properly, the 

official DO1 remarked that the majority of these committees are doing their work fairly, though 

many have limited education where some are primary school leavers and few of them with 

secondary or certificate level. This is a big problem with the management standards of our schools 

(District official DO1 Isingiro January, 2022). The official DO3 further remarked that in most of 

our schools, SMC members are not helping the head teachers to organise our schools using proper 

managerial styles of leadership. This is due to the fact that many SMC members have no 

experience in management and with low levels of education (District official DO3 Isingiro 

January, 2022 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

46 
 

Implication of the Study 

This significant positive relationship among these variables can lead to the different implications 

which should be considered; teachers’ welfare and human capital issues at school will generate 

job satisfaction which also leads to the effective and efficient performance of the government aided 

primary schools. Therefore, it is recommended that for the education system to be improved we 

definitely require to build any possible mechanism or technique to train, educate and motivate the 

teachers. The teaching profession which is not a highly rewarding job is not seen as satisfactory as 

other occupations and hence leads to poor performance in most of the schools in Isingiro district. 

Therefore, a teacher’s accommodation, meals, allowances, medical care and school facilities 

reform policies is recommended for the teaching staff in government aided primary schools 

especially in Isingiro district, Uganda. 

In this study, provision of refresher courses, workshops and professional skills should be availed 

to teachers. This will increase their productivity at places of work. So, well-looked after teacher 

will be satisfied with their jobs and that will increase their performance of the schools. Teachers’ 

well-being is perceived to be part of the reward system of a school.  So a well-motivated teacher 

will be satisfied with the jobs. The teaching profession which is not a highly rewarding job is not 

seen as satisfactory as other occupations and hence leads to poor performance in most of the 

schools in Isingiro district. Therefore, all these factors above should be catered for by making 

reform policies to address the issues in the government aided primary schools in Isingiro district, 

Uganda. 

Finally, the conducive working environment for teachers should be catered for in order to motivate 

the teaching staff which will create better school performance. Improved school environment; 

recruit more teachers, construct more classrooms and introduce recreation facilities for pupils to 

play from. Schools need the construction of the necessary facilitation and the management’s 

cooperation to help build job satisfaction in the staff of the organization which will positively 

affect its performance. 

Conclusion 

This study focused on the fact that, lack of motivation, knowledge and training would lead to 

dissatisfied and uncommitted teachers with less skills and knowledge, who may have higher rates 

of turnover, absenteeism, and withdrawal behaviors in schools. The most important thing that 

school leaders can do is, to raise employee satisfaction and focus on the intrinsic parts of the job, 

such as making the work challenging and interesting.  In the view of the researcher, although 

paying employees poorly will likely not attract high-quality teachers to the schools or keep high 

performers, managers should realize that high pay alone is unlikely to create a satisfying work 

environment. Therefore managers should regulate paying the workers’ according to the standard 

of living conditions and may be create more training, knowledge acquisition and skills to improve 

the teachers productivity in the schools. 

In conclusion this study is expected to contribute to the vast knowledge that social research 

scientists study about in particular the education sector which really requires important revisions 

and reforms in terms of teacher motivation, human capital and schools’ performance because in 

this study it was found that there is significant relationship between teachers’ welfare, human 

capital and performance of government aided primary schools in Isingiro district, Uganda and this 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

47 
 

can further be applied to make some improvements in the quality of education sector in other parts 

of Uganda. 

Recommendations 

The recommendations were presented as follows;  

[1] To better government aided primary schools’ performance, it is recommended that education 

policy makers, implementers and managers pay much attention to the provision of teachers’ 

housing in Isingiro district, Uganda 

[2] It is recommended that further studies be done on the effect of housing on schools’ performance 

in both governments aided primary and private primary schools since the current research was 

restricted to government aided primary schools in Isingiro district, Uganda. 

[3] To better government aided primary schools’ performance, it is recommended that education 

policy makers, implementers and managers pay much attention to the provision of teachers’ with 

meals at school in Isingiro district, Uganda in order to address issues of teachers leaving school 

premises in search of meals. 

[4] The Ministry of Education, Sports, Science and Technology should have a feeding policy for 

teachers in government aided primary schools since they are required to be at school by 7:30 am 

up to 5:00pm during the school term from Monday to Friday yet there is no clear mechanism to 

address their feeding needs while at school. There should be food support systems for teachers in 

government aided primary schools in Isingiro district, Uganda. 

[5] A similar study is recommended on the effect of provision of meals at school on schools’ 

performance in both government aided and private primary schools since the current research was 

restricted to government aided primary schools in Isingiro district, Uganda. 

[6] is recommended that the government through the Ministry of Education, Sports, Science and 

Technology employs a nurse for every government aided primary school in Isingiro district, 

Uganda to attend to medical care concerns of the pupils’ and teachers while at school. 

[7] It is recommended that further studies be done on the effect of medical care provision on 

schools’ performance in both government aided and private primary schools since the current 

research was restricted to government aided primary schools in Isingiro district, Uganda. 

[8] It is further recommended that more research should be conducted on the relationship and 

influence of financial or other forms of rewards on schools’ performance using many private and 

government aided primary schools which will be a handy tool that could be used to provide 

solutions to individual conflict that has resulted from poor reward systems in schools. (Muogbo, 

2013)   

[9] It is recommended that head teachers, School Management Committee (SMC) members should 

pay teachers in government aided primary schools in Isingiro district, Uganda allowances for 

disciplinary committee work, for guidance and counseling, staff meetings, marking tests and 

remedial lessons. 

[10] To increase schools’ performance, it is recommended that education policy makers, 

implementers and managers pay much attention to the school environment in which teachers work 

in government aided primary schools in Isingiro district, Uganda. 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

48 
 

[11] It is recommended that District Education officer, Inspector and schools based managers’ plan 

for and provide for government aided primary schools teachers with staffrooms, sports grounds 

and enough sitting facilities to enhance their performance as educators  

[12] A similar study is recommended on the effect of the school environment on schools’ 

performance in both governments aided and private primary schools in other parts of the country 

since the current research was restricted to government aided primary schools in Isingiro district, 

Uganda. 

[13] To increase schools’ performance, it is recommended that education policy makers, 

implementers and managers pay much attention to human capital development in government 

aided primary schools in Isingiro district, Uganda. This will harmonize all the management issues 

that may affect government aided primary schools’ performance; this should be in line with 

enhancing knowledge and skills for productivity. USAID will also invest in selected areas of 

education beyond basic professional education, including focused efforts in workforce 

development and in higher education. (USAID, 2005, p. 7) 

[14] It is recommended that teachers are encouraged to upgrade beyond grade III certificates and 

plan a head for better opportunities in education sector. This is because majority of the teachers in 

government aided primary schools in Isingiro district, Uganda had grade III certificate. 

[15] It is recommended that minimum qualification should be set for SMC members. This will 

minimise the understanding gap between the teachers, head teachers and management committee 

members in these schools. Since majority of SMC members in government aided primary schools 

in Isingiro district, Uganda were primary school leavers or no properly known level of education. 

[16] Due to changes in technology and management systems or practices, there is need for all 

educational managers to study the new management practices that suit both situations and their 

employees. This is true as every moment of time, employees and employers adjust to new life 

styles with different expectations. This will harmonize the leadership style in the schools and hence 

good performance. 

References 

Adeyemi, T.O. (2008). Teachers’ teaching experience and students’ learning outcomes in 

Secondary schools in Ondo state, Nigeria. Asian journal of information technology, 7(5), 

201 – 209.  

Aguti, J.N. (1996). The Dual Mode Approach. (Masters Dissertation, Makerere University, 

1996) 

Akinmoladun and Oluwoye, (2007). An Assessment of Why the problems of Housing shortages 

persist in Developing Countries: Acase Study of Logos Metropolis, Nigeria.           

Pakistan Journal of Social Sciences, 4: 589-598 

Amin, E.M. (2005). Social science research: concepts, Methodology and analysis.            

Kampala: Makerere University. 

Armstrong, M. (2003). A handbook of human resource management practice (9th ed.). London: 

Cambrian Printers Limited. 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

49 
 

Bhatnagar, A. (2014). Determinants of Motivation and Job Satisfaction among Primary            

Health Workers: Case Studies from Nigeria and India. (Doctoral Dissertation,John 

Hopkins University, 2014)  

Buchanan, B. (1974). Government managers, business executive and Organisation commitment. 

(Public administration review, 1974 – JSTOR) 

Businge, C & Nakajubi,G.(2014, August27). Half of city teachers’ sleep around, most do not use 

condoms. The new vision p. 22- 23. 

Damaris, G., Elegwa, M., Kwasira, J. (2016). Human Resource Audit and its Influence on               

Service Delivery in State Corporations in Kenya. International Journal of              

Education and Research 4(2), 315-328.    

Drucker, P.F. (2010).Knowledge-Worker Productivity: The biggest Challenge. New York, USA: 

Routledge. European Journal of Training and Development Studies Vol.6 No.1, pp.29-41, 

January 2019 

Emeka et al., 2015). The effect of employee motivation on organisational performance of 

selected manufacturing firms in Enugu state. World journal of management. 

Field, A (2009). Discovering Statistics Using SPSS, London, Sage Publications Ltd.  

Gachingiri,A.(2015). Effect of leadership style on organisational performance:  

A case study of the United Nations Environment Programme (UNEP), Kenya. Academic journal 

of Innovation, Leadership. 

Gulled, A.M. (2011). Effects of school feeding program on access and retention among school 

pupils in nomadic families in Wajir District, Kenya. Unpublished Doctoral Dissertation. 

Kenya: Kenyatta University. 

Hilgers, D. (2010).Management by performance evolution, Current Development and challenges 

of public performance management. International journal of Business Research, 10(45), 

40 -51. International Journal of Educational Policy Research and Review Vol.3 (1), pp. 6-

13 March, 2016 

Ikenyiri, E &Ihua-Maduenyi, R (2011) Teachers’ assessment of needs satisfiers’ as motivation 

for teachers’ effectiveness in rivers state primary schools. Proceedings of the 2011 

International Conference on Teaching, Learning and Change 790-801 

Kaaya, S.K, Mulidwa, A, Kimbowa J. (2013 September 15). Museveni meets MPs over       

teachers strike. The Observer, p.20 

Kadzamira E.C. (2006). Teacher motivation and incentives in Malawi. Centre for Education 

Research. 

   Kagolo, F. (2013, September10). Government Orders Schools to Open On Monday. The            

New vision, p.22 

Kagolo, F.(2015May).Schools to Remain Open as Teachers’ Strike Looms. The New vision, 

p.21. 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

50 
 

Kalyani, L.D. (2006). An empirical investigation of the impact of organizational factors on the 

perceived job performance of shop floor employees of large scale garment            Industries 

in Srilanka.  Subaragamuwa University journal, 6 (1), 82 – 92 

Katarasibwa, D.M. (2005). Contemporary issues in personnel management in Education and their 

impact on teachers’ performance in secondary schools in Bushenyi District (Masters 

dissertation, Uganda Christian University, 2005) 

kaur,(2012).Labour welfare and social security measures “A study of sugar industry in Punjab” 

Kemoh, L.M. (2016).The Impact Of Motivation on employee performance in an 

Organisation. A case of Unicef Somalia Support Centre, Nairobi 

Khan, A. H & Aleem, M. (2015). Impact of Job Satisfaction on Employee Turnover- An            

Empirical Study of Autonomous Medical Institutions of Pakistan. Global Journal           of 

Human Resource Management, 3(3), 58-69 

Krejcie, R.V., & Morgan, D.W., (1970). Determining Sample Size for Research Activities. 

Educational   and Psychological Measurement 

Krishna .R & Aquinas.  (2004). Personnel/Human Resource Management; principles practices. 

New Delhi: Authors press 

 Linda,O.A. & Hannah, B.O.(2015). An Investigation of the Impact of Employee Training           

And Reward on Performance at Union Des Assurance De Paris Insurance (UAP) in           

Nairobi-Kenya. International Journal of Education and Research, 3(12), 401-416 

Lyimo, G.E. (2014). Analysis of Teachers’ Low Payments in Tanzania: A Case of Public             

Secondary Schools in Moshi Rural District. International Journal of Education             and 

Research, 2(2), 1-14 

Manzini, H. & Gwandire, C. (2011). The provision of employee assistance programmes in South 

Africa Football clubs. University of Witwatersrand, Johannesburg, South Africa Ministry 

of Education and Sports. (2013). Teachers’ initiative in sub-Saharan Africa (TISSA):  

Mulkeen, A. (2005). Teachers for Rural Schools: A challenge for Africa. Article from Teacher 

issues in Uganda: A diagnosis for a shared Vision on issues and the designing of a feasible, 

indigenous and effective teacher’s policy. 

Ministerial Seminar on Education for Rural People in Africa; hosted by the Government of 

Ethiopia Addis Ababa, Ethiopia, 7-9 September 2005. Retrieved May 2010  

Mustafa, N. & Othman, N. (2010). The Effect of Work Motivation on Teacher’s Work 

Performance in Pekanbaru Senior High Schools, Riau Province, Indonesia 

Muze, R.W. (2014). Assessment of motivation and its impact on employees’ performance in goal 

attainment: A case of Vodacom Tanzania Limited 

Nairuba, J. (2011). Motivational practices and Teachers performance in Jinja Municipality 

Secondary schools. (A Masters Dissertation, Bugema University, 2011) 

Namuddu, J. (2010). Staff appraisal systems and Teacher performance at Agakhan schools in 

Kampala District. (A Masters dissertation, Makerere University, 2010) 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org


European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.6, Issue 1 pp 32 - 51, 2022                                                              www.ajpojournals.org                                          

  

51 
 

Nelson B. and Spitzer D. R. (2002). The 1001 Rewards & Recognition Field Book: The Complete 

Guide, New York: Workman Publishing Company 

Ntho, M.N & Lesotho Council of NGOs. (2013). Effective Delivery of Public Education 

Services. A Review by Afri Map and the Open Society Initiative for Southern Africa 

Ochola,O.G.(2018). Employee Motivation, An Organizational Performance Improvement 

Strategy (A Review on Influence of Employee Motivation on Organizational Performance) 

Odeku, O.F., & Odeku, K.O. (2014). In Pursuit of the Employees’ Welfare in the Workplace: 

Issues in Perspectives. Mediterranean Journal of Social Sciences, 5(15), 652-660 

Okuda, I. (2014). Masters of Chalk. The Monitor Newspaper, Saturday, July, 5, 2014 

Osabiya,B.J.(2015).The effect of employees motivation on Organisation performance. Journal of 

public administration and policy. 

Oonyu, J.C. (2012). Challenges of Teaching Sciences in Secondary Schools in Uganda 

Prasad,L.M.(2010). Principles and Practice of Management. New Delhi, Sultan Chand & Sons 

Educational publishers. 

Priti S. (2009). Employee Welfare. Retrieved on July 1, 2012 http://www.citehr.com/176307-

employee-welfare.html#ixzz1zTZ8HheC 

Rwabushaija, (2016). Employer should ensure health, safety and welfare of the persons at the 

workplace (New vision 2016 march 13, p.6) 

Tweheyo. (2008). Education funding gap is much more than 8 billion, voice of the Teachers, 

Kampala: Uganda National Teachers’ Union 

UN-Habitat Global Activities Report 2015. Increasing Synergy for Greater National Ownership, 

Nairobi, Kenya. 

UNESCO Report (2014). Education for All 2000-2015: achievements and challenges.                

UNESCO, Paris, France. 

Venkata, R.T & Lokanadha, R.E. (2015). A study on Employee Welfare Measures with             

Reference to South Central Railways in India. Zenith International Journal of              

Business Economics & Management, 5 (1), 1-11 

Vroom, V.H. (1966). “Some Observations Regarding Herzberg’s Two-Factor Theory’’. Paper               

presented at the American Psychological Association Convention, New York,                

September, 1966. 

Yahiaoui, N, Anser,A. & Lahouel,S.(2015). Human Resource Management and Public              

Organizations. Global Journal of Human Resource Management, 3(2), 1-12. 

 

 

 

file:///C:/Users/User/Desktop/New%20AJPO%20JOURNALS/American%20Journal%20of%20Finance/www.ajpojournals.org
http://www.citehr.com/176307-employee-welfare.html#ixzz1zTZ8HheC
http://www.citehr.com/176307-employee-welfare.html#ixzz1zTZ8HheC

