Is Human Capital among Key Factors That Promote Performance of Government Aided Primary Schools in Isingiro District, Uganda? Using a Correlational and Hierarchical Regression Analysis Paradigm

Abstract

Purpose: The purpose of this research was to establish the relationship between human capital as one of the key factors and performance of government aided primary schools in Isingiro district, Uganda. Methodology: A cross sectional research design and post-positivist paradigm were used to collect data from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents participated in the study. The study used closed-ended questionnaires, interview guide and checklists. The schools to be included were selected using simple random sampling and were considered as unit of analysis while the respondents who included District officials, head teachers, teachers and school management committee members formed the unit of enquiry, these were selected purposively based on the knowledge they had on the subject matter. Each school selected, provided the information from the respondents who in this case were the head teacher, two (2) teachers and a chairperson of school management committee. Findings: The findings of the study revealed a positive significant relationship between human capital issues and performance of government aided primary school at 99% level of confidence (r=.385, p<.01), thus rejecting the null hypothesis (Ho1). The results signified that improved human capital is highly associated with good performance of government aided primary schools in Isingiro district, Uganda. Unique Contribution to Theory and Practice: The Unique contribution of this study was, to suggest to planners and managers of government aided primary schools that, since human capital is important for the improvement of primary school performance, the government should impose the human capital law for government aided primary school teachers which possibly caters for teachers’ productivity when given some due care and attention. In addition, the Ministry of Education & Sports should create social benefits for government aided primary school teachers as a means to enhance their wellbeing and motivate them. Moreover, it is also recommended that government aided primary schools’ teachers be given some training and professional workshops to increase their experience and productivity which could probably motivate them and hence perform better at schools.