The relationship between teachers’ competences, role clarity, organizational citizenship behavior and school performance

Abstract

The problem of the study is the presence of malpractices that led to antisocial behavior among teachers and poor secondary school performance. The study dealt with the relationship between the following variables: secondary school teacher competences (SSTC), role clarity (RC), organizational citizenship behavior (OCB), and secondary school performance (SSP) among secondary schools in Mukono district. Six objectives generated from the variables guided the study. The study involved 126 respondents from 30 schools. A correlational research design was used in the collection and analysis of both qualitative and quantitative data. The population had teachers in 30 schools. The size had 126 respondents, 4 teachers in each school. A questionnaire was used to collect data. Pearson correlation established the magnitude of the relationship between variables while regression analysis established which of the study variables affected the dependent variable most. Qualitative data was analyzed using networks and matrices as described by Miles and Huberman (1994). The findings indicate that SSTC are positively related to RC, RC is negatively related to OCB, and OCB is positively related to SSP. RC is negatively related to SSP, SSTC is negatively related to OCB, and SSTC is positively related to SSP. Lastly, SSTC, RC, and OCB predict 27% of the variance in SSP with SSTC being the greatest predictor of variation among the three. Qualitative findings indicate that there are many factors that combine to influence SSP. From the above findings, the researcher discussed the recommendations and made suggestions for further research.