Performance monitoring and quality of teaching of academic staff at Makerere University underscoring four selected colleges

Abstract

This study sought to examine the influence of Performance monitoring on the quality of teaching of academic staff at Makerere University underscoring four colleges. The specific objectives of the study were; (i) to examine the influence of planning for monitoring on the quality of teaching among the academic staff, (ii) assess the influence of performance reviews on the quality of teaching among the academic staff and (iii) to examine the influence of monitoring reports on the quality of teaching among the academic staff at Makerere University. This study adopted the cross-sectional survey design and the study employed only quantitative methods to collect the data. The study also adopted Total Quality Management (TQM) theory developed by Deming in (1986). Data were analyzed using Statistical Package for Social Sciences (SPSS). The results of this study concluded that effective planning for monitoring of academic staff activities directly influences the quality of teaching, performance reviews at Makerere University has played a significant role in fostering accountability among academic staff, it has encouraged them to improve their teaching methods and engage more actively with students and monitoring reports on the quality of teaching of academic staff at Makerere University is significant and multifaceted. From the findings well-planned monitoring contributes to institutional coherence, as teaching activities are not only evaluated for individual performance but also for their contribution to the university’s overall objectives. The study concluded that effective planning for performance monitoring ensures that academic staff focuses on activities that align with institutional priorities. The consequence of insufficient planning could be fragmented teaching efforts and reduced instructional quality. This study recommends that Correlation results revealed that fair and consistent performance reviews were significantly associated with higher teaching effectiveness. Descriptive showed that staff motivation and satisfaction were higher where reviews were transparent and constructive. The university should standardize performance review procedures across colleges, ensuring equity and linking recognition to measurable teaching outcomes. Training reviewers to give actionable feedback will help staff leverage reviews for professional growth, innovation in teaching, and maintaining high standards.