Bureaucratic practices and teachers’ performance in Primary schools in Kampala District

Abstract

The purpose of the study was to establish whether bureaucratic practices relate to teachers’ performance in primary schools in Kampala District. The study was guided by three objectives that was to establish the relationship between; (i) established hierarchy of authority, (ii) delegation of authority and (iii) division of work, on the performance of primary school teachers in Kampala District. A co-relational research design was used to relate bureaucratic practices to teacher performance in the primary schools in Kampala District. A sample of 209 teachers in Kawempe Division in Kampala District participated in the study by answering the questionnaire. Frequencies and percentages were used to show the distribution of teachers on different items. Pearson’s Linear Correlational Coefficient (r) was used to the level of correlation between the variables.

The study findings showed that established hierarchy of authority relates to performance of primary school teachers in Kampala District. The study also showed that delegation of authority relates to performance of primary school teachers in Kampala District. The study further showed that division of work relates to teacher performance in the primary schools in Kampala District. Therefore, the researcher recommended that authority should be clearly demarcated from top to bottom and sensitized to the teachers there from to ensure efficiency and effectiveness in performance. The researcher also recommended that the Ministry of Education and Sports in conjunction with heads of schools should carry out workshops and seminars to continuously sensitize school heads on delegation of tasks, authority to enhance subordinate teachers get involved in governing of schools. The researcher further recommended that the Ministry of Education and Sports should encourage head teachers to ensure specialization to particular departments if performance is to be ensured.