IMPACT OF TEACHER’S WELFARE ON QUALITY OF EDUCATION IN EAST AFRICAN COMMUNITY: THEORETICAL PERSPECTIVE
Abstract
This study focused on the impact of teacher’s welfare on quality of education in East African Community. Teacher’s welfare was regarded as the independent variable, while quality of education was the dependent variable. This is an account of a cross-sectional study of how school welfare provision influences teacher performance in the East African Region. The study employed descriptive research design which was more suitable because it enabled the researcher to acquire information from a selected population and the sample findings were viewed as being a representation of the population as a whole. This usually calls for the attention of scholars and researchers. Teachers' welfare is an indispensable factor for consideration-while thinking about human resources element "which is fundamental to the achievement of the school objective. Teachers' welfare (regular payment of salary, prompt promotion, fringe benefit and /other incentives packages and in-service-training) as independent variable in the study is perceived to determine the level of enhanced quality academic achievement. From the Findings, School administrators and policy makers determine a minimum social welfare package for teachers. It should comprise of a set of welfare programmes that satisfy teachers’ varied needs as well as providing the capacity to fulfill school goals. This welfare package should be implemented with the aim of arousing teacher behaviours that promote commitment to work and personal advancement. The teaching profession provides useful avenues to enable teachers to meet their welfare needs and motivations with little hardships. There should be a process where teachers’ needs and motivations intrinsically and extrinsically influence their behaviours to always look to high performance and positive change experiences in the schools. Through professional training and development programmes administrators can motivate teachers into high performers, creative and innovative employees. School administrators always reward teacher performance in order to optimize teachers’ commitment, creativity and achievement. This is because the value of the reward should be highly productive. This could be done either through financial remuneration or improvement in the terms and conditions of service. For further research, there is need to replicate the same study on all other education institutions because the issue of welfare improvement is universally demanded in organizational growth and development. Secondly, there is need to investigate the factors influencing school welfare provision because these factors account for the level of welfare access in schools.
Keywords: Teachers’ welfare, Quality of education, East African Community
CITATION: Rwigema, D. C. (2022). Impact of teacher’s welfare on quality of education in East African Community: Theoretical perspective. The Strategic Journal of Business & Change Management, 9 (1), 675 – 713.
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DOI: http://dx.doi.org/10.61426/sjbcm.v9i1.2217
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