Browsing by Author "Acen, Beatrice"

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    School Governance Practices and Teachers’ Performance in Government-Aided Secondary Schools in Gulu City.
    (Gulu University, 2026-10) Acen, Beatrice
    The study was conducted on the relationship between school governance practices and teachers’ performance. The study was guided by the following objectives; to assess the level of teachers’ performance in government aided secondary schools, to assess school governance practices in government-aided secondary schools and to determine the relationship between school governance practices and the level of teachers’ performance in government-aided secondary schools in Gulu City. Syllabi coverage, planning and preparation, classroom management, teaching and learning, learners’ assessments, time management, content delivery and guidance and counseling sessions denoted and supervising extra -curricular activities denoted the level of teachers’ performance, accountability and oversight, budget approval, monitoring of school activities (teaching and learning, decision making and policy implementation, Annual General Meetings (AGM) and communication and information flow denoted school governance practices. The study was conducted using correlation design; data were collected using questionnaires from 260 respondents. Descriptive statistics was used to determine the level of teachers’ performance and school governance practices respectively. Pearson correlation was used to determine the relationship between school governance practices and the level of teachers’ performance in government-aided secondary schools. The findings revealed a high level of teachers’ performance across key dimensions such as instructional planning, curriculum implementation, co-curricular involvement, guidance and counselling, assessment and evaluation, classroom management, time management, and content delivery. The findings indicated that school governance practices; accountability and oversight, instructional monitoring, stakeholder engagement through Annual General Meetings (AGMs) and communication systems in government-aided secondary schools in Gulu City are generally effective and positively perceived by teachers. The findings revealed a moderate positive and statistically significant relationship between school governance practices and teachers’ performancein government-aided secondary schools in Gulu City. The study recommended that school administrators and education stakeholders should strengthen continuous professional development programmes and supportive supervision mechanisms to sustain and further enhance the already high levels of teachers’ job performance, particularly in areas of instructional effectiveness, learner assessment, guidance and counselling, and classroom management, school administrators, Boards of Governors, and other stakeholders should strengthen participatory governance by increasing teacher and stakeholder involvement in budget preparation, policy formulation, and decision implementation processes and that school administrators, Boards of Governors and education authorities should strengthen and institutionalize effective school governance practices, particularly accountability mechanisms, instructional supervision, stakeholder participation and communication systems, as these have been shown to contribute positively to teachers’ job performance.