| dc.description.abstract | The purpose of this study was to establish the role of performance agreements in improving teacher effectiveness in public primary schools in Amuru District. Specifically, the study aimed at: examining performance agreement knowledge and practices, assessing the level of teacher effectiveness and, establishing the relationship between performance agreements and instructional management practices. The study employed the descriptive survey design to collect data from the respondents. All head teachers of the 51 public primary schools in Amuru District were targeted and a sample size of 168 classroom teachers was determined using the Taro Yamane (1967) formula. Simple random sampling method was used to select teachers for interviews. Primary data was collected using a semi-structured questionnaire, which was accepted at reliability coefficient of 0.692. Findings were presented in frequencies and percentages at 95% level of confidence and Chi-square test technique for hypothesis.
The study revealed that performance agreement significantly influenced key instructional management practices of the Head teachers in Amuru District. That is monitoring and evaluation practices such as records keeping, supervision of scheming, and reviewing of curriculum coverage. Consequently, also revealing that performance agreement significantly influenced teacher effectiveness in Amuru District; particularly, preparation of schemes of work and lesson plans by the teachers.
Though to a lesser extent, it is evident that performance agreements has played a significant role in improving teacher effectiveness in public primary schools in Amuru District.
However, it is important that the office of the Chief Administrative Officer Amuru District holds Sub-county chiefs responsible for the performance gaps as immediate supervisors of Head teachers. This is crucial if management of performance agreement in public primary schools are to be improved and the trickle down-effects felt. | en_US |
