Micro-Politics and Teachers' Job Performance in selected Public Secondary Schools in Iganga District

Abstract

Abstract The study was set to determine the relationship between micropolitics in schools and job performance among teachers in public secondary schools in Iganga District, Uganda. Three specific objectives were used: to establish the relationship between micro-politics of teacher autonomy and job performance among teachers, identify the relationship between micro-politics of career development and job performance among teachers, and examine the relationship between micro-politics of job security and job performance among teachers. This study adopted a cross-sectional survey research design, and this involved collecting data from many different individuals at a single point in time. The study explored seven schools and a sample of 140 respondents, including teachers, head teachers, and heads of department on teaching staffs. The findings were obtained using a questionnaire for teachers, an interview guide, and a focus group discussion guide. The findings were presented using descriptive statistics as well as pearson correlation analysis to determine the association between the various aspects of micropolitics and job performance among teachers. The study indicated a positive relationship between the micro-politics of teacher autonomy and job performance, with an r = 0.612**. In addition, the findings demonstrate a notable correlation between the micro-politics of career advancement and work success (r = 0.572, p < 0.01). A strong correlation also exists between the micro-politics related to job security and job performance (r = 0.659, p < 0.01). Conclusively, there exists a positive and significant relationship between micropolitics and job performance among teachers in public secondary schools in Iganga District. It is therefore recommended that, to promote teacher autonomy, it is crucial to cultivate an environment characterized by trust and collaboration among educators. Establishing a clear and equitable structure for promotions and professional growth opportunities is essential when considering the micro-politics of career development. When it comes to the micro-politics of job security, it is essential to set unambiguous and open standards for assessing teacher performance and deciding on job security.