Science Teachers’ Remuneration and Their Job Performance among Government Aided Secondary Schools in Mbarara, Uganda

Abstract

This study sought to investigate on Science Teachers’ remuneration and their Job Performance among Government Aided Secondary Schools in Mbarara District, Uganda. The study employed a descriptive survey research design. The target population was 126 science teachers and head teachers in seven government-aided secondary schools in Mbarara District. The study randomly sampled 96 science teachers and seven Head Masters using Yamens’ formula. A questionnaire and an interview schedule were used as source of data from the field. The study established that parent-teachers association (PTA) and Secondary Science and Mathematics training allowances were the most common allowances in schools under investigation. Extra teaching allowances, salary increment, duty allowance and overtime allowances were moderately perceived to exist. Remuneration motivated teachers in carrying out such school activities as to complete syllabus, to promote good performance and quality of teaching and to attend classes regularly. Therefore, the government through the ministry of education should ensure that science teachers are provided with attractive remunerations in order to sustain their motivation toward teaching.