The Influence of Work Climate, Recognition, and Career Development on Teacher Performance in Primary Schools in Nakabugo Sub-county, Wakiso District, Uganda

Abstract

This study examined the influence of work climate, recognition, and career development on teacher performance in primary schools in Nakabugo Sub-County, Wakiso District, Uganda. A positivist cross-sectional survey design was adopted. The study involved 102 teachers selected from six primary schools using stratified and simple random sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics, and inferential statistics. Results indicate that teachers had favorable attitude towards work discipline (M=4.09, SD=.97), work environment (M=3.96, SD=0.84), andrecognition (M=3.86, SD=1.12) with work discipline recording the highest. Correlation results showed significant positive influence between work climate (r = 0.477, p < 0.01), recognition (r = 0.539, p < 0.01), career development (r = 0.571, p < 0.01), and teacher performance. Multiple regression analysis suggested that work climate, recognition, and career development jointly explained 34.7% of the variance (Adjusted R² = 0.347, p < 0.001). Career development had the most significant influence on teacher performance, while work climate and recognition had positive but statistically insignificant individual influences. The study concludes that supportive work climate and career development opportunities are beneficial for enhancing teacher performance. Study recommends reinforcing school climate, expanding professional development opportunities, and maintaining effective recognition practices to improve teacher performance.

Keywords:  Work climate, Recognition, Career development, Teacher performance.