Abstract:
Teachers’ welfare is a continuous process for identifying, evaluating and developing the work performance of teachers, so that the goals and objectives of schools are more effectively achieved, while at the same time benefiting teachers. This study was carried out to examine the influence of teachers’ welfare on their performance in government-aided primary schools in Himutu Sub-county in Butaleja District, Eastern Uganda. The study used a cross-sectional survey research design. Both quantitative and qualitative approaches were utilized for data collection and analysis. Interview guides were used to collect qualitative data while a structured questionnaires instrument was used to collect quantitative data. The study participants were 74 teachers, 7 PTA committee members and 7 head teachers in the selected government -aided primary schools in Himutu Sub-county, Butaleja District. The researcher used the systematic analysis method to analyse quantitative data and thematic data analysis to analyse qualitative data. The study found out that teachers’ welfare highly influenced their performance; and that school leaders’ attitudes highly influenced the teachers’ welfare in government-aided primary schools in Himutu Sub-county, Butaleja District. The study concluded that government should lay strategies to ensure that staff accommodation/houses are conducive and adequate; adequate facilities are put in place for teachers’ satisfaction for improved performance; local communities and parents should support schools by providing food items to make meals available to teachers; government should appreciate the significance of medical services for teachers in order to perform and health insurance schemes should be made available to teachers; government should provide more educational facilities such as working tables, sitting facilities, teaching materials and infrastructural facilities; and, PTA leaders and other stakeholders should lay strategies to provide teachers with allowances and other good working conditions.
