Management by objectives (MBO) and teacher performance in Uganda, a case of secondary schools in Kyenjojo district.

Abstract

This study investigated the influence of Management by Objectives on teacher performance in secondary schools within Kyenjojo District, Uganda. The research was guided by three specific objectives: to analyze the relationship between setting specific objectives and teacher performance; to assess the influence of promoting joint participation in setting objectives on teacher performance; and to evaluate the role of providing continuous feedback in enhancing teacher performance. Grounded in Peter Drucker's MBO framework, the study also drew upon Locke and Latham's Goal-Setting Theory and Vroom's Expectancy Theory to understand the motivational underpinnings of performance. A quantitative survey design, complemented by qualitative insights from key informants, was adopted for this study. The target population comprised all teachers in Kyenjojo District secondary schools, with a sample of 204 teachers participating through structured questionnaires utilizing a 5-point Likert scale. Additionally, 11 Head Teachers/Deputy Head Teachers and 2 District Education Officers/District Inspectors of Schools were purposively selected as key informants for interviews. Data collected from questionnaires were coded and analyzed using SPSS Version 26, employing descriptive statistics, Pearson correlation, and multiple regression analysis. The findings revealed that the three MBO components—setting specific objectives, promoting joint participation, and providing continuous feedback—jointly explain 69.5% of the variance in teacher performance (R^2 = 0.695), with the regression model being statistically significant (F = 169.672, p < 0.001). Under Setting Specific Objectives and teacher performance, there was significant relationship (beta = 0.195, p < 0.001), implying that clarity and specificity in goal-setting positively contribute to teacher accountability. On promoting joint participation in objective setting and teacher performance, it was found out to be the most significant predictor in the regression model (beta = 0.495, p < 0.001). This indicates that involving teachers actively in the goal-setting process has the most substantial impact on their performance, fostering ownership and commitment. Lastly, providing continuous feedback significantly predicted teacher performance in the regression model (beta = 0.277, p < 0.001). This demonstrated that regular and constructive feedback is vital for monitoring progress, making necessary adjustments, and ultimately improving teacher effectiveness. Correlation analysis further demonstrated strong positive relationships between all MBO components and teacher performance. Based on these findings, it is recommended that on setting specific objectives and teacher performance; school administrators should strengthen participatory goal setting to enhance teacher ownership. On promoting joint participation in objective setting and teacher performance; Ministry of education and sports should develop a policy framework to support the adoption of MBO in rural schools. Under providing continuous feedback and teacher performance; that district education officials should conduct periodic feedback sessions and appraisals and Capacity-building workshops are also recommended to train school leaders and teachers in MBO practices. This study concludes that MBO significantly improves teacher performance, particularly through collaborative planning and continuous appraisal, which are crucial for effective school management in rural settings like Kyenjojo.