The impact of training on employee work performance behaviour : a case study of government aided secondary schools in Ibanda district, Uganda

The study sets out to find out the impact of training on employee work performance behavior among secondary school teachers. The study was carried out using a self-administered questionnaire, observation checklist and an interview guide. Primary and Secondary data collection methods were used. The results of the study were analysed qualitatively, percentages and frequencies for comparison of opinions were generated. The study was informed by Human capital theory. This research paper consists of five chapters: Chapter one presents the introduction to the study, background, research questions, objectives, scope and significance of the study. Chapter two presents the review of literature, chapter thee presents the methodology used to conduct the study, chapter four presentation and discussion of findings and chapter five consists of summary, conclusions and recommendations .The study was based on the following questions: What effects does training have on work behaviour in secondary schools? What are the teachers‘ opinions towards the training provided in Secondary schools? What are the procedures followed in selecting secondary school teachers for training? From the study, it was revealed that training has a positive impact on teachers‘ work behaviour hence improved performance and this impact is more significant in boarding schools where such training is supported by the current schooling system, structures and facilitation. The headteachers interviewed confirmed that the effect is observed through teachers working as a team and assisting each other where they are conversant, share ideas for effective and efficient teaching and learning, cover of curriculum timely, preparation and following of lesson plans and schemes of work appropriately, competence enhancement and performance with dedication to rhyme with qualifications and improved practical skills. It was revealed that as a result of training, the teacher – student relationship improved due to change of attitude towards students. Some of the teachers practice ‗open door policy‘ whereby students approach their teachers singly or in two‘s with no apparent uneasiness marked with seriousness and relaxation to pursue academic goal. The ways teachers perform their tasks and the manner of interaction have profound effect on pupils. However, pupils behaviour, personality, ability, sex and social background influence teachers reaction to pupils and pupils reaction to teachers despite teachers training. Therefore good academic performance of a school depends on how teachers and students are committed to that aim and commitment is enhanced by change of attitude that is gained through training. It was revealed that there are complaints like lack of promotion after training, lack of provision for allowances while on training if any, lack of facilitation for training, denial of study leave for teachers who sponsor themselves, lack of government sponsorship, training is in most cases provided for science subject teachers leaving arts teachers as if they are not relevant. Therefore, the attitude of teachers towards training provided is negative because the training initiatives are not designed properly at all and there is no value attached to those who have trained. x The ways in which training is viewed and managed is seriously defective in that training is not based on systematically identified needs resulting into adhoc and supply driven training on the other hand, the race for higher qualifications coupled with lack of coordination or thorough selection of people who attend long-term courses has encouraged people to solicit funds for training in areas which do not match their jobs or the needs of service. The study further revealed a general nature of the training policy that cannot help the teachers. This left teachers to go for training as they wish leaving the process rather haphazard. There are anomalies that were identified in the management of training function for teachers such as lack of professionalism and planning, lack of training needs analysis, poor coordination, lack of career training milestones not leading to relevant competency, training being largely supply driven, discrimination in availing training opportunities, public officials undertaking training without due authority at the expense of government. The study recommends the making of clear training policy for teachers and the current methods /criteria for selection of teachers need review. Stakeholders should initiate dialogue to come up with policy to guide and address issues of funding, selection criteria, study leave and coordination of training. Schools should also provide and allocate financial and other resources in the budgets for increased training opportunities. Political and bureaucratic commitment in facilitating the integration between training and personnel policies should be stressed