Teacher competence and performance in primary schools.

Sammy, Godfrey Poro; Yiga, Andrew Peter; Enon, Julius Caesar; Mwosi, Fabian; Marus, Eton

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dc.contributor.author	Sammy, Godfrey Poro
dc.contributor.author	Yiga, Andrew Peter
dc.contributor.author	Enon, Julius Caesar
dc.contributor.author	Mwosi, Fabian
dc.contributor.author	Marus, Eton
dc.date.accessioned	2021-12-08T07:26:40Z
dc.date.available	2021-12-08T07:26:40Z
dc.date.issued	2019-01
dc.identifier.issn	2455-6157
dc.identifier.uri	https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/77
dc.description	Teachers should pay attention to issues like classroom organization, time management and receiving telephone calls during class time. Teachers who work their best to promote a co-existence between the school and the community should be recognized and rewarded for their effort. Teachers should improve on their approach to absenteeism and should also be encouraged to build and work in teams to bring out the best of themselves and their pupils too.	en_US
dc.description.abstract	This study brings to light the fact that the poor performance of pupils in primary schools is a pedagogical issue, which requires pedagogical approaches to improving teacher performance. The study sought to investigate the role of teacher competence in enhancing teacher’s performance in primary schools in Uganda. A sample of 217 respondents was chosen and the findings indicated a correlation coefficient of (r = .575). The study therefore recommended that teachers be encouraged to develop their pedagogical skills for effective delivery in the classroom, Performance appraisals should take care of pedagogical skill development for improved teacher performance.	en_US
dc.language.iso	en	en_US
dc.publisher	International journal of advanced educational research	en_US
dc.relation.ispartofseries	Volume 4 Issue 1;No. 03-08
dc.subject	Teacher competence	en_US
dc.subject	Pedagogical competence	en_US
dc.subject	Professional competence	en_US
dc.subject	Teacher performance	en_US
dc.title	Teacher competence and performance in primary schools.	en_US
dc.title.alternative	Nwoya district, Northern Uganda	en_US
dc.type	Article	en_US