The impact of classroom timetabling and teacher performance in selected secondary schools in Kayunga district. A cross-sectional study.
DOI:
https://doi.org/10.70572/agp.v3i7.55Keywords:
Classroom timetabling, Teacher performance, Kayunga district, Academic performanceAbstract
Background:
Documentation of teaching timetables based on the curriculum requires preparing classroom plans arranged in a particular order, as based on preferred systems in the school setting, so as to improve teacher performance. This study determined the impact of classroom timetabling and teacher performance in selected secondary schools in Kayunga district.
Methodology:
A cross-sectional study design was applied using both qualitative and quantitative approaches. Purposive and simple random sampling techniques, a sample size of 130 respondents was drawn, comprising teachers, headteachers, Schools’ BOG and PTA members, District Education and MoES Officers. Data were collected using questionnaires, interviews, and documentary review. Analysis of the collected data involved computation of descriptive statistics and inferential statistics involving Pearson’s correlation and Linear regression analyses for quantitative data, and discourse analysis for qualitative methods was also used in analyzing the data.
Results:
The majority of respondents, 83 (68%), were male; 84(69%) of the respondents were married. There was a significant relationship between timetabling and teacher performance (r = .600; p = .000). 57% predictive power of timetabling on teacher performance (Beta = .757, R=0.570, P<.001). This means that timetabling was a significant predictor of teacher performance. 116(95%) were in agreement with the notion that timetabling improved activity scheduling among teachers, and 108(89%) agreed that timetabling fostered teacher availability in secondary schools.
Conclusion:
There was a significant relationship between timetabling and teacher performance. This therefore implied that an improvement in timetabling in secondary schools facilitates a positive influence on teacher performance in secondary schools in Kayunga district.
Recommendations:
All teachers should be involved in timetable formulation in order to cater for everyone’s needs and preferences, hence enabling teachers to manage their time properly and adhere to it regularly.
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