Influence of Working Conditions on Teachers’ Job Performance in Public Primary Schools in Kitagwenda County, Kamwenge District, Uganda

This study investigated influence of working conditions on teachers’ Job performance in public primary schools. Ugandans have often experienced teachers’ massive industrial action, amidst declining of their professional conduct in schools characterised by teachers’ poor time management, inadequate preparations, syllabus coverage and absenteeism. The study was guided by Convergent parallel mixed methods design specifically cross-section survey and phenomenological designs. Participants were sampled using both probability and non-probability sampling procedures. The sample size was 165 teachers, 14 class teachers, 15 head teachers, one district education officer and one district inspector of schools. Research instruments used to collect data were questionnaires, in-depth interview guide, and Focus Group Discussion Guide. These were subjected to content and face validity. Cronbach alpha tested reliability for Likert scale items and yielded a coefficient of 0.897. Descriptive statistics including frequencies and percentages summarized quantitative data. Inferential statistics ANOVA tested hypothesis. Qualitative data was organised into codes and analytical concepts and presented in verbatim and narratives. Key findings revealed availability of reference materials and textbooks facilitated teaching in lower classes. Lack of staff quarters, textbooks and inadequate physical structures hindered teaching and learning processes. The study recommends the government to increase Capitation Grant for school infrastructure. School administration should encourage formation of alumni associations to support schools.