This study aimed to investigate the impact of teacher absenteeism on students' academic performance in lower secondary schools in Nyenga Sub-County, Buikwe District, Uganda. The research sought to measure the level of teacher absenteeism, identify its causes, and propose solutions to mitigate the problem. A mixed-methods approach was employed, with quantitative data collected through structured questionnaires administered to teachers, school administrators, and students. Qualitative data were gathered through interviews with key stakeholders in the education sector. The quantitative data were analyzed using multiple logistic regression analysis in SPSS and STATA to examine the relationships between absenteeism and various factors such as teacher age, experience, school type, health, job satisfaction, family responsibilities, and work environment. The regression results indicated that teacher absenteeism was significantly influenced by health issues (OR = 1.78, p < 0.05), job dissatisfaction (OR = 1.62, p < 0.05), and family responsibilities (OR = 1.54, p < 0.05). The analysis also revealed that teachers working in rural schools and those with fewer years of experience were more likely to exhibit higher absenteeism rates. The study concluded that teacher absenteeism in Nyenga Sub-County is primarily driven by health problems, family obligations, and job dissatisfaction. It was also found that improving teacher welfare, providing health insurance, enhancing school working conditions, and offering professional development opportunities were effective solutions to reduce absenteeism. Based on the findings, the study recommends that the government and school management implement comprehensive health insurance policies, foster positive work environments, offer flexible work arrangements for teachers with family responsibilities, and prioritize regular training and career advancement opportunities. Additionally, it is recommended that school administrators and local governments collaborate to create policies that address the underlying causes of absenteeism and promote teacher retention.

The achievements and failures of any academic facility are determined by the educational outcomes of its children; therefore, there is a need for investigation into enhancing academic achievement. The academic achievement of learners is the center around which the overall education system revolves. The study was conducted to look at how the teacher evaluation system affected students' school achievement. It had three goals: to look at how the teacher evaluation system affected students' student success, to look at how it affected school authorities, and to look for additional ways to raise students' educational outcomes. According to the study's findings, executives mostly use four systems: instructor students’ cooperation, way to unite, teaching methods of material, and students' educational performance. The study discovered that establishing a noise-free classroom atmosphere, professional growth for educators, professionalism, and provisional licence health; managerial oversight; regular teacher school and classroom enrollment; teachers' contingency plan to teach; a decrease in sickness absence; teachers' mixture skills, perspectives, and favorable feelings toward the career path; and family involvement were other methods to improve students' achievement. The study also found a high correlation between kids' academic achievement and teachers' absenteeism. The study comes to the conclusion that measures like teacher evaluation are complete and a solid strategy that must be designed and fully conveyed for an effective standard school.

This study investigates the relationship between teachers' educational qualifications and students' academic performance in selected government-aided secondary schools in Semuto Town Council, Nakaseke District, Uganda. The research aimed to assess how different levels of teacher qualifications affect students' academic outcomes. A sample size of 124 respondents was selected, including head teachers, subject heads, experienced and newly qualified teachers, and students. Quantitative data analysis was conducted using Pearson correlation and regression analysis. The results indicated a strong positive correlation (r = 0.67, p < 0.01) between teachers' educational qualifications and students' academic performance. Teachers with advanced degrees (bachelor’s and above) were associated with a 20% improvement in students' examination pass rates compared to those with only diplomas or certificates. Additionally, regression analysis revealed that professional certifications significantly predicted student performance (β = 0.45, p < 0.05), showing that certified teachers contribute to higher student achievement levels. The study concluded that higher educational qualifications significantly contribute to improving teachers' job performance and productivity. This is largely because teachers with advanced degrees possess enhanced subject-matter expertise and are better equipped with effective pedagogical strategies, enabling them to create more engaging and intellectually stimulating learning environments. It was recommended that educational authorities and policymakers should implement initiatives aimed at expanding access to higher education. This could include establishing more satellite campuses, increasing the availability of online degree programs, and providing financial incentives such as scholarships or grants specifically for teachers seeking advanced qualifications. Such measures would help bridge the gap between educational attainment and teaching effectiveness, ensuring that all teachers have the opportunity to further their education regardless of their geographical location.

The research aimed to assess how different levels of teachers’ years of experience affect students' academic outcomes. A sample size of 124 respondents was selected, including head teachers, subject heads, experienced and newly qualified teachers, and students. Quantitative data analysis was conducted using Pearson correlation and regression analysis. The results indicated that years of experience also played a key role, with the regression model showing a significant positive effect (β = 0.39, p < 0.05). Teachers with more than five years of experience demonstrated higher student success rates, with an average increase of 15% in pass rates. The R² value of 0.52 indicates that 52% of the variance in student academic performance can be explained by teachers’ experience. The study concluded that experience of teachers plays a critical role in various aspects of educational effectiveness, particularly in shaping competitive remuneration packages, influencing the adequacy of benefits, and impacting student academic performance. The data suggests that while many teachers recognize the contribution of experienced educators in advocating for compensation aligned with industry standards, the wide variation in perceptions indicates that there may be significant disparities in how individual teachers assess the effectiveness of these packages based on their personal experiences and career trajectories. It was recommended that schools should implement structured pay scales that offer incremental salary increases based on years of experience. This approach will help retain experienced teachers by providing them with competitive, long-term financial rewards. Educational institutions should establish regular intervals (e.g., annually) for reviewing teacher salaries to ensure that they remain competitive with industry standards. These reviews should involve teachers and unions to guarantee transparency and fairness. In addition to salaries, benefits such as health insurance, retirement plans, and family support programs should be enhanced. These benefits should be tailored to address the evolving needs of teachers at different stages of their careers, providing financial security and promoting long-term retention.

This study investigated the impact of teacher absenteeism on students’ academic performance in Busiro Sub-County, Wakiso District, Uganda. Specifically, the study aimed to examine the effect of teacher absenteeism, the measures in place to curb absenteeism, and the relationship between absenteeism and students’ academic performance. Using multiple logistic regression models, the study analyzed data collected from a sample of teachers and students in Busiro Sub-County. The results revealed a negative relationship between teacher absenteeism and academic performance, with a coefficient of -0.187, though the relationship was marginally significant (p-value = 0.056). The second model examining the effect of measures to reduce absenteeism showed a positive and statistically significant impact on academic performance, with a coefficient of 0.112 (p-value = 0.042), indicating that measures such as teacher accountability and attendance monitoring could enhance student outcomes. The third model, which explored the relationship between absenteeism and academic performance, found a negative but non-significant relationship (coefficient = -0.129, p-value = 0.065), suggesting that other factors, including teacher-student relationships, might mitigate the effects of absenteeism. Additionally, the strength of teacher-student relationships was found to have a marginally significant positive effect on student performance (coefficient = 0.087, p-value = 0.053). In conclusion, teacher absenteeism was found to negatively impact academic performance, although the effect was not fully conclusive. However, the measures to curb absenteeism were significantly associated with improved academic outcomes, and teacher-student relationships played a crucial role in buffering the negative effects of absenteeism. The study recommends that schools and education authorities implement stronger absenteeism policies, invest in teacher welfare, foster positive teacher-student relationships, and explore flexible teaching models and technology solutions to minimize the impact of absenteeism on student performance. Further research is also recommended to investigate additional factors influencing teacher absenteeism.

This study examined the factors influencing teacher performance in Kawempe Division, Kampala District, with a focus on the relationship between teacher welfare and performance, as well as the systemic factors contributing to poor performance among secondary school teachers. Using logistic regression analysis, the study identified several significant welfare factors, including salary adequacy, access to health insurance, housing allowances, and work-life balance, all of which positively influenced teacher performance. Teachers receiving adequate salaries were 2.34 times more likely to perform better, while those with health insurance coverage were 3.32 times more likely to demonstrate higher performance. Conversely, factors such as large class sizes, lack of professional development opportunities, poor leadership support, and high workloads were found to significantly hinder teacher performance. Teachers managing larger classes were 53% less likely to perform well, and those without professional development opportunities had a 67% lower likelihood of good performance. Increasing teacher salaries emerged as the most impactful solution, with teachers receiving better pay being 2.86 times more likely to perform well. Providing professional training opportunities and reducing class sizes were also identified as key solutions, with odds ratios of 2.46 and 2.22, respectively. Additionally, mentorship programs were recommended, with teachers participating in such initiatives being 1.92 times more likely to improve their performance. The study highlighted the critical role of teacher welfare in improving teacher performance. It recommended that school management and policymakers prioritize enhancing teacher welfare, addressing systemic challenges such as large class sizes and high workloads, and providing professional development opportunities to ensure better educational outcomes.