Performance contract implementation and school systems improvement in primary schools in Bududa District, Uganda.

Abstract

This study assessed the Head teachers’ performance contracts implementation and how they relate to school systems improvement in primary schools in Bududa District. The study was guided by four research objectives; to assess the level of implementation of head teachers’ performance contracts, to establish the level of improvement in school systems, to determine the relationship between head teachers’ performance contracts and school systems improvement, to analyze the challenges headteachers face in implementing performance contracts in primary schools of Bududa District. The study was conducted in two counties of Bududa District and a sample of participants was randomly and purposively selected. The study employed a descriptive cross-sectional survey design with both qualitative and quantitative approaches and data were obtained from 291 respondents who were subjected to open and closed-ended questions. The quantitative data were analyzed using SPSS computer software (Version 25) to generate frequencies, percentages, mean and standard deviation; then Pearson Product Moment Correlation Coefficients were computed to determine the relationship between performance contract implementation and the improvement in the school systems. The results revealed a high level (M = 60.53, SD = 10.72, Min= 29, Max = 65) of performance contracting, a high level (M = 78.78, SD = 14.30, Min =42, Max= 104) level of school systems improvement and a high level (M = 39, SD = 1.94; Min = 36 Max = 39) of the challenges faced by headteachers in the implementation of performance contracts in Bududa District primary schools. Further, the results revealed a significant and positive relationship (r = 0.81, p < 0.01) between performance contracts and school systems improvement in primary schools in Bududa District. The results also revealed that headteachers face various challenges including among others issues of welfare, limited resources, low levels of stakeholder involvement, funding inadequacies and lack of interest by teachers. The study concluded that if performance contracts are well implemented, there could be enhanced headteachers and teachers' commitment to their job, hence resulting in school systems improvement in Bududa District as evidenced by: good examination results, parental support, increased time on task, regular attendance by students and teachers, improved teaching practices, and accountability. It was recommended that measures be put in place to improve performance contracts by strengthening teaching and learning conditions, motivation of teachers, infrastructure development, professional advancement and building relationships inside and outside the school community. There is also a need to address the challenges that impede the implementation of performance contracts.