Management and academic performance of pupils in Tegeres Sub-County, Kapchorwa District

Abstract

This research was an inquiry as to why Tegeres Subcounty primary schools have persistently not performed well in national examinations. The researcher sought to investigate whether there is a relationship between management and pupil academic performance. The researcher therefore investigated the effect of teacher motivation, control and coordination of school activities by the head teachers and pupils’ academic performance in Tegeres Sub County in Kapchorwa District in eastern part of Uganda. The study was conducted through descriptive survey; data being collected during the month of November 2008 using questionnaires and interview responses from 108 respondents (teachers and head teachers) and 30 pupils of primary five and six. Head teachers and teachers were purposely selected from the accessible population. The data was eventually analyzed using summary statistics and Pearson Product Moment Correlation Coefficient. The study established that there exists a significant positive relationship between: teacher motivation, head teacher school control and coordination of school activities and pupils’ academic performance. The study concludes that in Tegeres Sub county primary schools, better teacher motivation, improved school control and coordination of school activities can enhance pupils’ academic performance. The researcher recommends that teacher motivation should be improved especially in the form of adequate salary, increased delegation and provision of accommodation. Control of schools should be strengthened especially in an area like absenteeism. Coordination of school activities, most especially increased parents’ involvement should be emphasized.