The success of any students depends on the available resources received by his or her teachers. This qualitative study intended to examine the influence of welfare on teachers‟ performance associated with teachers in secondary schools in Kawempe division Kampala district. The study was guided by three objectives namely; to examine the relationship between welfare of teachers and teachers‟ performance, to determine other factors that cause poor performance of teachers among secondary schools and to identify solutions that can be put in place to solve school welfare factors in order to improve teachers‟ performance in Kawempe division Kampala district. The study revealed that welfare has appositive relationship to teacher performance, where teachers‟ welfare factors are considered positive it was observed to have a direct positive effect on their performance. However, teacher’s welfare may not only be the factors contributing to poor performance. Basing on the findings, the study recommends education policy makers, implementers and managers to pay much attention to teacher’s welfare factors as the main drivers of teacher performance among all private and public senior secondary schools.

The major objective of this study lied in finding out whether there was a relationship between universal education and poverty reduction in Kisoro Municipality, Kisoro district. Other goals included determining the effectiveness of free schooling in Kisoro Municipality, the degree of decrease in poverty there, and the connection between all-encompassing education and poverty reduction in Kisoro Municipality, Kisoro district. To obtain a sample size of eighty participants from Kisoro Municipality using Solvin's formula, the study used a case study research design, cross-sectional, qualitative in nature, and quantitative methods of study, as well as simple random chance sampling and selective sampling procedures. The correlation between universal schooling and poverty decrease was determined to be very strong at r = 0.703, and since the sig. value (.000) was much lower than 0.01, the threshold for establishing a significant connection between ubiquitous education and poverty reduction, this suggests that when the level of universal educational attainment is high, the level of poverty a decrease is also high because many people have academic credentials to their names. The school feeding programmes of the government and other relevant stakeholder should ensure that there is provision of the basic teaching/learning resources to enable teachers be well equipped to enhance their delivery in order to bring about improvement in performance of pupils.