The influence of record keeping on teacher performance in the secondary schools in Kayunga district. A cross-sectional study.
DOI:
https://doi.org/10.70572/agp.v3i2.56Keywords:
Record Keeping, Teacher Performance, Secondary Schools in Kayunga District, Documentation PracticesAbstract
Background:
The role of school administrators in view of assessing teachers’ skills and scope of knowledge in record keeping helps school management in planning and monitoring individual performance and thus necessitates achievement of educational objectives. This study aimed to assess the influence of record keeping on teacher performance in the 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 was 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 were also used in analyzing the data.
Results:
45(37%) of the participants were between 20 and 30 years of age, and 51(42%) had served for at least 5 years or more. There was a significant relationship between record keeping and teacher performance (r = .411; p = .000), (Beta = .411, R= 0.162, P<.001) the regression analysis of record keeping and teacher performance depicts a 16.2% influence on teacher performance which implies that record keeping alone does not influence teacher performance however there are other factors and majority respondents103(84%) agreed that supervisors monitored teacher performance by reviewing their records.
Conclusion:
There was a significant relationship between record-keeping and teacher performance. This indicates that an improvement in record-keeping would positively influence teacher performance.
Recommendation:
There should be a clear notation of expectations of records to be reviewed and parameters to be fulfilled, and also regular review of teacher records in order to continuously assess their performance.
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