Teacher competence and performance in primary schools.

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.