Performance management practices and teaching effectiveness in primary schools in Uganda a case study of selected primary schools in Kyangyenyi subcounty, Sheema district.

Abstract

This study investigated the relationship between performance management practices and teaching effectiveness in selected primary schools in Kyangyenyi Subcounty, Sheema District, Uganda. Guided by three specific objectives, the research examined the influence of regular assessments, the effect of professional development, and the impact of goal setting on teaching effectiveness. A cross-sectional survey design was employed, involving 229 participants comprising teachers, learners, head teachers, and education officers. Data were gathered through structured questionnaires and semi-structured interviews, and analyzed using descriptive statistics and Pearson correlation coefficients to establish the strength of relationships between variables. The study aimed to provide insights into how these performance management components are applied in practice and their actual impact on teaching quality in rural Ugandan primary schools. The findings revealed a weak negative correlation between regular assessments and teaching effectiveness (r = -0.070), suggesting that, in the sampled schools, frequent assessments are not strongly linked to improved teaching performance. Although teachers acknowledged that regular assessments help identify student learning gaps and inform lesson planning, their application appeared inconsistent and often lacked alignment with teaching goals. Learners also expressed mixed views, with many disagreeing that assessments improved their motivation or confidence. The data indicated a need for better assessment literacy and formative feedback approaches. These findings reflect broader concerns in the literature about overreliance on assessments that do not adequately guide instructional improvement or support learner growth, especially in low-resource school environments. In contrast, professional development exhibited a weak but statistically significant positive correlation with teaching effectiveness (r = 0.126, p = 0.017). Teachers reported improvements in instructional strategies from professional development sessions, although participation remained low at just 16.1%. Learner responses also pointed to improved teaching clarity and engagement, though some students perceived minimal changes in classroom delivery. The strongest results emerged under the third objective: goal setting demonstrated a moderate to strong positive correlation with teaching effectiveness (r = 0.632, p < 0.01). Teachers who engaged in clear, personalized, and reflective goal setting reported greater accountability and performance improvements, while learners benefited from more structured and purposeful instruction.