School Polices and Teachers’ Performance in Government Secondary Schools in Butambala District, Uganda

The investigation investigated an association amongst school policies as well as teachers’ performances within Uganda’s Secondary schools sponsored by the government under Butambala district. The investigation is specifically directed by three aims; i) To analyze the relationship between professional development policies and teachers’ performance, ii) To assess the relationship between administrative policies and teachers’ performance, as well as iii) To examine the relationship between academic policies and teachers’ performance in government secondary schools in Butambala district. This investigation embraced the design related to correlations investigation together utilizing mutually qualitative as well as quantitative methods. 50 responders sample magnitude had to be utilized including administrators of schools plus educators as of 5 chosen district’s Secondary institutes sponsored by government. Mutually correlation and description analysis were engaged towards giving replies related towards this investigation perspectives. This investigation found out, there ‘is robust statistically significant as well as positive association amongst professional development policies plus teachers’ performances within Secondary schools sponsored by the government under Butambala district, Uganda. The examination found out there exists a robust statistically substantial as well as positive association amongst administrative policies plus teachers’ performances within Butambala district’s Secondary schools sponsored by the government under Uganda. Additionally, this investigation there’s moderately statistically significant as well as positive association amongst academic policies plus teachers’ performances within Butambala district’s Secondary schools sponsored by the government under Uganda. Consequently, thisinvestigation in conclusion notes, school policies such as professional development policies, administrative policies, and academic policies have a statistically substantial relationship with teachers’ performances in that an enhancement within diverse school policies will consequently lead towards a development in relation to teachers’ performances within Butambala district’s Secondary schools sponsored by the government under Uganda. This investigation commends, schools’ and government supervisors ought to make sure ensure ongoing and relevant training, encourage collaborative learning and mentorship, integrate professional development with career growth, and support reflective practice and self-assessment among teachers because this plays a vital role relating to persuading teachers’ performances within Uganda, Butambala district’s Secondary schools sponsored by the government.