Institutional Support and Teacher Competence in Government-Aided Secondary Schools in South Western Uganda
Abstract
This study examined the influence of institutional support on teacher competence. In particular, the study investigated whether the influence of induction, continuous professional development and rewards had a significant influence on teacher competence in government-aided secondary schools. This quantitative study used correlational research. Data were collected from a sample of 329 teachers from secondary schools in southwestern Uganda. Data were analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4. The findings revealed that induction, continuous professional development, and rewards have a positive and significant influence on teacher competence. Based on the findings, it was concluded that induction, continuous professional development and rewards are important for teacher competence development. Therefore, it was recommended that The Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates the development of teacher competence through induction, continuous professional development, and rewards. The practical contribution of the study is that it identifies institutional factors that can help to promote teacher competence
Downloads
References
Aarts, A., Kools, Q., & Schildwacht, R. (2020). Providing a good start. Concerns of beginning secondary school teachers and support provided. European Journal of Teacher Education, 43(2), 277e295. https://doi.org/10.1080/02619768.2019.1693992
Abid, G., Shaikh, S., Asif, M. F., Elah, N. S., Anwar, A., & Butt, G. T. H. (2021). Influence of perceived organizational support on job satisfaction: Role of proactive personality and thriving. International Journal of Entrepreneurship, 25, 1-11.
Bakar, R. (2018). The influence of professional teachers on Padang vocational school students' achievement. Kasetsart Journal of Social Sciences, 39(1), 67-72. https://doi.org/10. 1016/j.kjss.2017.12.017
Baranik, L. E., Roling, E. A., & Eby, L. T. (2010). Why does mentoring work? The role of perceived organisational support. Journal of Vocational Behavior, 76(3), 366-373. http://dx.doi.org/10.1016/j.jvb.2009.07.004
Billot, J., & King, V. (2017). The missing measure? Academic identity and the induction process. Higher education research & development, 36(3), 612-624. https://doi.org/10. 1080/07294360.2017.1288705
Bruns, J., Eichen, L., & Gasteiger, H. (2017). Mathematics-related competence of early childhood teachers visiting a continuous professional development course: An intervention study. Mathematics Teacher Education and Development, 19(3), 76-93.
Bulińska-Stangrecka, H., & Bagieńska, A. (2021). The role of employee relations in shaping job satisfaction as an element promoting positive mental health at work in the era of COVID-19. International Journal of Environmental Research and Public Health, 18(4), 1903. https://doi.org/10.3390/ijerph18041903
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369.
Calaguas, G. M. (2012). Teacher effectiveness scale in higher education: Development and psychometric properties. International Journal of Research Studies in Education, 1(1), 1-18. doi: 10.5861/ijrse.2012.108
Cirocki, A., & Farrell, T. S. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 102111. https://doi.org/10.1016/j. system.2019.102111
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage Publications.
Darling-Hammond, L. (2017). Teacher education and the development of teacher expertise. Journal of Teacher Education, 68(4), 339-353.
De Ree, J., Muralidharan, K., Pradhan, M., & Rogers, H. (2018). Double for nothing? Experimental evidence on an unconditional teacher salary increase in Indonesia. The Quarterly Journal of Economics, 133(2), 993-1039. https://doi.org/10.1093/qje/qjx 040
Denbel, D. G. (2023). Competency Level of Teachers’ Subject Matter Knowledge as a Compulsory for Teaching Secondary School Mathematics: A Case Study on Postgraduate Diploma Trainee. Education Research International, 1-8. 8287791. https://doi.org/10.1 155/2023/8287791
Devi, R., Pradhan, S.., Lepcha, N., & Basnet, S. (2022). Application of correlational research design in nursing and medical research. Journal of Xi'an Shiyou University, Natural Sciences Edition, 65(11), 60-69. http://dx.doi.org/10.17605/OSF.IO/YRZ68
Edeh, E. O., & Dan-jumbo, C. O. (2019). Organisational socialization and employee spontaneous behaviour of Nigeria airlines. International Journal of Advanced Academic Research, 5(4), 88-102.
Eisenberger, R., Huntington, R., Hutchison, S., and Sowa, D. (1986). Perceived organisational support. Journal of Applied Psychology, 71, 500–507. doi: 10.1037/0021-9010.71.3.500
Eisenberger, R., Rhoades Shanock, L., & Wen, X. (2020). Perceived organisational support: Why caring about employees counts. Annual Review of Organisational Psychology and Organisational Behaviour, 7, 101-124. https://doi.org/10.1146/annurev-orgpsych-012119-044917
Eisenberger, R., Shoss, M. K., Karagonlar, G., Gonzalez‐Morales, M. G., Wickham, R. E., & Buffardi, L. C. (2014). The supervisor POS–LMX–subordinate POS chain: Moderation by reciprocation wariness and supervisor's organisational embodiment. Journal of Organisational Behavior, 35(5), 635-656. https://doi.org/10.1002/job.1877
Eisenschmidt, E., & Poom-Valickis, K. (2020). Induction in Estonia: Over fifteen years of experience–successes and struggles. In K. R. Olsen, E. M. Bjerkholt & H. L. Heikinnen (2020). New Teachers in Nordic Countries: Ecologies of Mentoring and Induction. Cappelen Damm Akademisk/NOASP https://doi.org/10.2 3865/noasp.105
Falola, H. O., Adeniji, A. A., Adeyeye, J. O., Igbinnoba, E. E., & Atolagbe, T. O. (2020). Measuring institutional support strategies and faculty job effectiveness. Heliyon, 6(3). https://doi.org/10.1016/j.heliyon.2020.e03461
Farooqi, M. T. K., Ahmed, S., & Ashiq, I. (2019). Relationship of Perceived Organisational support with Secondary School Teachers’ performance. Bulletin of Education and Research, 41(3), 141-152.
Flores, C. (2019). Beginning teacher induction in Chile: Change over time. International Journal of Educational Research, 97, 1-12.
Frederiksen, L. L. (2020). Support for newly qualified teachers through teacher induction programs: A review of reviews. In K. R. Olsen, E. M. Bjerkholt & H. L. Heikinnen (2020). New Teachers in Nordic Countries: Ecologies of Mentoring and Induction. Cappelen Damm Akademisk/NOASP https://doi.org/10.2 3865/noasp.105
García, P. A., Moser, K. M., & Davis‐Wiley, P. (2019). Facing reality: A survey of methods instructors’ perspectives on world language teacher development. Foreign Language Annals, 52(1), 165-183. https://doi.org/10.1111/flan.12373
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and teacher education, 68, 99-113. https://doi.org/ 10.1016/j.tate.2017.08.007
Gümüs, A. (2022). Twenty-first-century teacher competencies and trends in teacher training. In Alpaydın, Y., & Demirli, C. (Eds). Educational Theory in the 21st Century: Science, Technology, Society and Education (p. 267). Springer Nature. https://doi.org/10.1007/9 78-981-16-9640-4
Hagos, B., Abera, B., Desta, D., Chalchisa, D., Lemma, G., & Yima, W. (2019). The nexus between the practice of induction and the formation of novice teachers’ professional identity in Ethiopia. CICE Series, 6, 131-146.
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R: A workbook (p. 197). Springer Nature.
Hasha, R., & Wadesango, N. (2020). Exploring the influence of educators’ continuous professional development programmes in enhancing students’ achievement in South African schools. African Journal of Gender, Society & Development, 9(2), 137. https://hdl.handle.net/10520/EJC-1e2b6224ff
Haueter, J. A., Macan, T. H., & Winter, J. (2003). Measurement of newcomer socialization: Construct validation of a multidimensional scale. Journal of Vocational Behavior, 63(1), 20–39. https://doi.org/10.1016/S0001-8791(02)00017-9
Heneman III, H. G., & Schwab, D. P. (1985). Pay satisfaction: Its multidimensional nature and measurement. International Journal of Psychology, 20(1), 129-141. https://doi.org/10.1080/00207598508247727
Hussain, S. D., Khaliq, D. A., Nisar, Q. A., Kamboh, A. Z., & Ali, S. (2019). Impact of employees’ recognition, rewards and job stress on job performance: mediating role of perceived organisation support. Strategic Management Journal, 2(2), 69-82. doi: https://doi.org/10.33215/sjom.v2i2.121
Idris, M. H., Hamzah, D., Sudirman, I., & Hamid, N. (2017). The relevance of financial and non-financial compensation on professionalism and lecturers’ performance: Evidence from Makassar Private Universities (Indonesia). Journal of Asian Development, 3(2), 162-180. https://doi.org/10.5296/jad.v3i2.11491
Jeske, D., & Olson, D. (2022). On-boarding new hires: Recognising mutual learning opportunities. Journal of Work-Applied Management, 14(1), 63-76. https://doi.org/10. 1108/JWAM-04-2021-0036
Köybasi, F., & Ugurlu, C. T. (2019). Teacher candidates' socialization process: A grounded theory study. Asian Journal of Education and Training, 5(1), 213-223. doi:10.20448/ journal.522.2019.51.213.223
Krieg, R. (2020). Teacher competence and student achievement: A systematic review. Teaching and Teacher Education, 96, 103144.
Krejcie, R.V., & Morgan, D.W., (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement.Kumar, R. (2019). Research methodology: A step-by-step guide for beginners. Cham: Springer.
Locke, T. (2020). Teacher job satisfaction and retention: A review of the literature. Teachers and Teaching, 16(3), 257-274.
Maan, A. T., Abid, G., Butt, T. H., Ashfaq, F., & Ahmed, S. (2020). Perceived organisational support and job satisfaction: a moderated mediation model of proactive personality and psychological empowerment. Future Business Journal, 6, 1-12. https://doi.org/10.118 6/s43093-020-00027-8
Mikulec, B., & Perčič, A. S. (2019). Professional development of adult educators and the role of the EU programme. Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes. http://www.cmepius.si/knjiznica/
Ministry of Sports and Education. (2016, September). Competency profile of a secondary school teacher in Uganda. https://www.education.go.ug › uploads › 2022/04 PDF
Mugizi, W., & Bakkabulindi, F. E. (2018). Human resource management practices: Developing and testing an instrument in the context of academic staff in universities in Uganda. Journal of Education Review, 10(1), 131-142.
Mukomana, S. (2021). The impact of teacher remuneration on the provision of quality education in secondary schools of Zimbabwe. International Journal of Research and Innovation in Social Science (IJRISS), 5(5), 216-221.
Mukan, N., Yaremko, H., Kozlovskiy, Y., Ortynskiy, V., & Isayeva, O. (2019). Teachers’ Continuous Professional Development: Australian Experience. Advanced Education, 6(12), 105- 113. http://dx.doi.org/10.20535/2410-8286.166606
Mustafa, G., & Ali, N. (2019). Rewards, autonomous motivation and turnover intention: Results from a non-Western cultural context. Cogent Business & Management, 6(1), 1676090. https://doi.org/10.1080/23311975.2019.1676090
Mutebi, A. (2019). Teachers’ competencies and students’ academic performance in Geography in selected private and public secondary schools in Wakiso District (Masters dissertation, Makerere University). http://hdl.handle.net/10570/7642
Namae, S. M. (2020). Status and use of information communication technology in Uganda secondary schools: teachers’ competencies, challenges, dispositions, and perceptions (Doctoral dissertation, University of British Columbia). http://hdl.handle.net/2429/75515
Nang-Sein, U. (2022). Teacher professional development and competence: A case study. Journal of Teacher Education and Development, 2(1), 1-15.
Olsen, K. R., Bjerkholt, E. M., & Heikkinen, H. L. (2020). Mentoring and Induction in the Nordic Countries: Some Introductory Remarks. In K. R. Olsen, E. M. Bjerkholt & H. L. Heikinnen (2020). New Teachers in Nordic Countries: Ecologies of Mentoring and Induction. Cappelen Damm Akademisk/NOASP https://doi.org/10.23865/noasp.105
Orji and Abolarin (2012). Enhancing Teachers' Competence in the Use of Practical Instructional Materials in Physics in Senior Secondary Schools: A Paper presented at Teachers’ Development Workshop on Enhancing Teachers’ Competence in the Use of Practical Instructional Materials in Senior Secondary Schools, sponsored by Total E&P Nigeria Limited / NNPC; facilitated by Levinda Nigeria Limited, held at Akabuka, Rivers State (30th – 31st July, 2014) Peleman, B., Lazzari, A., Budginaitė, I., Siarova, H., Hauari, H., Peeters, J., & Cameron, C. (2018). Continuous professional development and ECEC quality: Findings from a European systematic literature review. European Journal of Education, 53(1), 9-22. https://doi.org/10.1111/ejed.12257
Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into Learning Disabilities, 15(1), 49-63.
Poro, S. G., Yiga, A. P., Enon, J. C., Mwosi, F., & Eton, M. (2019). Teacher competence and performance in primary schools in Nwoya District, Northern Uganda. International Journal of Advanced Educational Research, 4(1), 03-08.
Prihidayanti, Y., Florentinus, T. S., & Kustiono, K. (2019). The effect of the education and training program of continuous professional development program of in on in modes on pedagogical and professional competence of teachers in Kendal. Innovative Journal of Curriculum and Educational Technology, 8(2), 90-91. https://doi.org/10.15294/ijcet.v8i 2.33091
Purwanto, A., Fahmi, K., & Sulaiman, A. (2023). Linking of transformational leadership, learning culture, organisational structure and school innovation capacity: CB SEM AMOS analysis. Journal of Information Systems and Management (JISMA), 2(3), 1-8. https://doi.org/10.4444/jisma.v2i3.306
Rasooli, R., & Bagheri, A. (2020). Assessing convergent and discriminant validity in PLS-SEM: A guide for researchers. International Journal of Management and Organisation, 20(1), 1-12.
Rich, P. J., Mason, S. L., & O'Leary, J. (2021). Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking. Computers & Education, 168, 104196. https://doi.org/10.1016/j.compedu.2021. 104196
Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544. doi: 10.13189/ujer.2020.080829
Symeonidis, V., Haas, E., & Schneider, K. (2023). Personal, social and professional support for newly qualified teachers: Teacher induction in Austria. Teaching and Teacher Education, 121, 103916. https://doi.org/10.1016/j.tate.2022.103916
Valeeva, R. A., & Gafurov, I. R. (2017). Initial teacher education in Russia: connecting theory, practice and research. European Journal of Teacher Education, 40(3), 342- 360. https://doi.org/10.1080/02619768.2017.1326480
Victor, J., & Hoole, C. (2017). The influence of organisational rewards on workplace trust and work engagement. SA Journal of Human Resource Management, 15(1), 1-14. https://hdl.handle.net/10520/EJC-9e861a1ad
Yang, H., & Zhou, D. (2022). Perceived organisational support and creativity of science-technology talents in the digital age: The effects of affective commitment, innovative self-efficacy and digital thinking. Psychology Research and Behavior Management, 2421-2437. https://doi.org/10.2147/PRBM.S378141
Yang, M., Mamun, A. A., Mohiuddin, M., Al-Shami, S. S. A., & Zainol, N. R. (2021). Predicting stock market investment intention and behaviour among Malaysian working adults using partial least squares structural equation modelling. Mathematics, 9(8), 873. https://doi. org/10.3390/math9080873
Zyphur, M. J., & Pierides, D. C. (2017). Is quantitative research ethical? Tools for ethically practicing, evaluating, and using quantitative research. Journal of Business Ethics, 143(1), 1-16. https://doi.org/10.1007/s10551-017-3549-8
Model. Front. Public Health 10:890400. Doi: 10.3389/fpubh.2022.890400
Copyright (c) 2024 Phiona Arineitwe, George Wilson Kasule, Nathaniel Mayengo
This work is licensed under a Creative Commons Attribution 4.0 International License.
