Board of Governors and Teachers’ Performance in Government-Aided Secondary Schools in Amuru District: A Case Study of Pabo Secondary School

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dc.contributor.authorOola, Charles
dc.date.accessioned2026-10-30T07:23:30Z
dc.date.available2026-10-30T07:23:30Z
dc.date.issued2026-09
dc.description.abstractThis study investigated the influence of Boards of Governors (BOGs) on teachers’ performance in government-aided secondary schools in Amuru District, using Pabo Secondary School as a case study. The study was guided by three objectives: to investigate the influence of the governing role of BOGs on teachers’ performance; to explore the influence of BOG financial rewards on teachers’ performance; and to examine the influence of BOG non-financial rewards on teachers’ performance. The study adopted a mixed-methods single-case study design, with a qualitative-dominant orientation, underpinned by Systems Theory and supplemented by motivation theories. Data were collected using a closed-ended questionnaire administered to 30 teachers, semi-structured oral interviews with 5 BOG members, 4 District Education Staff, and the Head Teacher, and two Focus Group Discussions (FGDs) with teachers. Quantitative data were analysed using descriptive statistics, Pearson correlation, and multiple regression in SPSS version 25. Qualitative data were analysed thematically using Braun and Clarke’s six-phase framework. The findings revealed that the governing role of BOGs had a moderate positive influence on teachers’ performance (mean = 3.17, r = 0.489, p < 0.05). However, qualitative evidence showed limited direct engagement between the BOG and teachers, inconsistent resource allocation, weak follow-up on accountability mechanisms, and a gap between strategic planning and implementation. Financial rewards were perceived negatively (mean = 2.21) but showed a moderate positive correlation with teacher performance (r = 0.423, p < 0.05). Teachers reported salary delays, absence of performance-based bonuses, lack of professional development support, and unequal distribution of available incentives. Non-financial rewards had a borderline positive perception (mean = 2.59), yet recorded the strongest correlation (r = 0.512, p < 0.01) and were the only statistically significant predictor of teacher performance in regression analysis (β = 0.389, p = 0.021). Recognition was valued but remained occasional, informal, and detached from BOG practice, while teachers felt excluded from decision-making. Together, the three BOG variables explained 34.5% of teacher performance variance. The study concludes that BOGs influence performance unevenly: non-financial rewards exert the strongest effect, governing roles follow, and financial rewards remain weakest due to structural and resource constraints. It recommends formalizing recognition, establishing a teacher engagement committee, systematizing performance tracking, mandating governance training, and addressing salary delays.
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1071
dc.language.isoen
dc.publisherGulu University
dc.titleBoard of Governors and Teachers’ Performance in Government-Aided Secondary Schools in Amuru District: A Case Study of Pabo Secondary School
dc.typeThesis

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