A CROSS-SECTIONAL STUDY ON THE RELATIONSHIP BETWEEN TEACHERS' ATTITUDE AND COMMITMENT AND TEACHER PERFORMANCE IN BUTAANSI SUB-COUNTY, KAYUNGA DISTRICT.
DOI:
https://doi.org/10.70572/agp.v2i5.86Keywords:
Teacher Attitude, Teacher Commitment, Teacher Performance, Educational Outcomes, Butaansi Sub County, Kayunga DistrictAbstract
Background.
Teachers are an important factor in determining the quality of education that children receive. Their professionalization, therefore, has been a center of much concern among educators and researchers. This study established the relationship between teachers' attitudes and commitment and teacher performance in Butaansi Sub County, Kayunga District.
Methodology.
The study employed a combination of both quantitative and qualitative approaches. It also utilized a cross-sectional sample survey design. The study population was 180 individuals, of whom 118 respondents were selected using the Krejcie and Morgan Table (1970). The study employed simple random sampling and purposive sampling to select respondents. Data for this study were collected using questionnaires, interviews, and a documentary review checklist. The collected data were sorted, coded, and organized in tables to reveal the percentage scores of the different study attributes. The findings were also subjected to further analysis using quantitative and qualitative techniques.
Results.
39.1% of the participants were aged 36-45 years, 80% of the respondents were married, and there was a weak positive correlation (0.387) between Teacher Commitment and Teacher Performance. The results reveal a strong positive correlation (0.763) between Teacher Attitude and Teacher Performance. Teachers’ Commitment (R = 0.716, R² = 0.513) explains 51.3% of the variation in Teacher Performance, showing a moderate positive relationship between Commitment and Teacher Performance. Teachers’ Attitude (R = 0.872, R² = 0.761) explains 76.1% of the variation in Teacher Performance, suggesting that Teacher Attitude has a strong influence on performance.
Conclusion
The school administration should enhance teacher motivation through incentives, professional development programs, and recognition of outstanding performance.
Recommendation
Schools should encourage professional commitment by improving working conditions and providing support systems for teachers.
School management committees should strengthen supervision through regular monitoring and feedback mechanisms to ensure teachers remain committed to their responsibilities.
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