Human resource preparedness strategies and achievement of national teacher policy: a case of selected primary schools in Masuliita town council, Wakiso district

Abstract

This study examined Human Resource Preparedness Strategies and the Achievement of the National Teacher Policy in Selected Primary Schools in Masuliita Town Council, Wakiso District. The study was guided by three objectives: to examine the influence of staff training opportunities, to assess the effect of financial support offered to teachers, and to examine the role of effective communication on the achievement of the National Teacher Policy. The study was based on the assumption that effective human resource preparedness strategies enhance policy implementation in primary schools. A descriptive cross-sectional research design was used, employing both quantitative and qualitative approaches. Data were collected using questionnaires administered to teachers and school administrators, interviews with parents/guardians, and an observation checklist. A total of 45 respondents participated in the study. Data were analyzed using SPSS where descriptive statistics (frequencies, percentages, means, and standard deviations), correlation, and regression analysis were used. The findings revealed that staff training opportunities significantly influence the achievement of the National Teacher Policy by improving teachers’ knowledge, skills, and confidence in policy implementation. Financial support was also found to have a strong effect on teacher motivation, job satisfaction, and availability of instructional resources. In addition, effective communication was found to enhance understanding and coordination among stakeholders, although inconsistencies in communication were reported in some schools. Regression results indicated that staff training, financial support, and communication jointly explain 61% of the variation in policy achievement. The study concluded that human resource preparedness strategies play a significant role in enhancing the achievement of the National Teacher Policy. It recommended that schools and government authorities increase staff training opportunities, improve financial support to teachers, and strengthen communication systems among stakeholders. The study further suggested that future research should explore leadership styles, teacher motivation, and infrastructure in relation to policy implementation.