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Article Abstract
Background: Teacher job performance is an important factor influencing the quality of education and student learning outcomes. Effective output monitoring and review ensure teachers adhere to instructional standards. This study examines the impact of output monitoring and review on teacher job performance in secondary schools in Kasese District.
Methods: A cross-sectional research design was used, integrating quantitative and qualitative approaches. The study targeted 675 participants, including head teachers, deputy head teachers, directors of studies, and teachers, with a final sample of 245 respondents selected through stratified random and purposive sampling. Data were collected using structured questionnaires and interview guides and analyzed using SPSS version 26, employing descriptive statistics, Pearson correlation, multiple regression, and Bayesian inference to test the study hypotheses.
Findings: The results rejected the null hypotheses, confirming that both output monitoring (R = 0.589, F = 14.071, p < 0.05) and output review (R = 0.715, F = 16.648, p < 0.05) significantly influence teacher job performance. Teachers who received structured feedback and periodic performance evaluations demonstrated higher engagement, improved instructional quality, and increased motivation. The Bayesian factor inference confirmed the robustness of these findings. Pearson correlation analysis revealed a moderate positive correlation between output monitoring (r = 0.521) and teacher job performance and a weak to moderate correlation for output review (r = 0.321).
Conclusion: Schools should strengthen performance monitoring frameworks, establish objective and transparent evaluation criteria, and provide regular, structured feedback linked to professional development initiatives. Integrating digital performance tracking tools can enhance efficiency and transparency in teacher evaluation, ultimately improving educational outcomes.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC12413610 | PMC |
| http://dx.doi.org/10.12688/f1000research.166552.1 | DOI Listing |
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