Psychometric Evaluation of Job Satisfaction Scale in Ugandas Teacher Population Sample

Despite several studies in the field of job satisfaction troublesome areas are still evident There is still controversy as to whether specific sample may be assessed using instruments which were largely developed based on a dissimilar type of sample other than the one under study With focus on the problematic area we derived the purpose for our study The purpose of the present study is to examine Job Satisfaction Survey s JSS relevance for estimation of job satisfaction in teacher population in Uganda Confirmatory Factor Analysis using structural equation modelling technique was used to assess the model fit in 208 primary school teachers in Uganda Results of the Confirmatory Factor Analysis of the teachers sample did not support the existence of the original 9 facet model by Spector 1985 suggesting that some of the JSS s sub scales do not reflect teachers job satisfaction within the context of Uganda The best model in the present study was determined to be a four factor solution model including promotion supervision fringe benefits and nature of work In view of study s originality value the current wave of changes in the education sector in Uganda demand validated scales that can address job context specific requirements to follow-up va riations in the satisfaction levels of primary school teachers an area least addressed in literature in Uganda which this study has fulfille

Delegation and Job Satisfaction: An Evaluation of the Relationship within Ugandaas Primary Education Sector

Study Objectives The purpose of this investigation was to determine the impact of individual dimensions of delegation on primary teachers job satisfaction in Universal Primary Education sector in Eastern Uganda Research Design Methodology A cross sectional research design was used The study was carried on primary school teachers in schools in Eastern Uganda A total of 247 survey questionnaires were distributed with the help of research assistants The analysis was conducted using Structural Equation Modeling SEM with Analysis of Moment Structures AMOS software Results The findings of the study indicated that save for Decision making delegation dimensions of Autonomy Authority Responsibility predicted job satisfaction Research limitations implications The focus of the study was teachers working at Universal Primary schools in Eastern Uganda only Study was cross sectional therefore future studies should consider investigation job satisfaction of Universal Primary school teachers from a longitudinal angle since respondents views vary over time Also this study considered some schools in Eastern Uganda which puts the issue of generalizability into question Practical implications Considering the importance of Universal Primary education sector in Uganda the education managers policy makers and academic administrators should take necessary measures for the optimal delegation of authority autonomy and responsibility if they are realize satisfied teachers on their jobs Originality value The study contributes to literature by examining how individual dimensions of delegations influence job satisfaction in Uganda s primary Universal school sector which of late is still limited as evidenced from reviewed literatur

Development and validation of a total quality management model for Uganda's local governments

The objectives of this study were to provide reliable and valid constructs of TQM and a measurement model in the context of Uganda's local governments (LGs) for evaluation of TQM implementation process. The paper used survey-based data from Uganda's LGs. Data were analysed through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using Analysis of moment structure (AMOS) version 20 software. Through EFA and CFA procedures, the findings show support for reliability and validity of the new TQM scale. Managerially, the instrument presented provides Uganda's LGs with an understanding of TQM implementation to inform quality delivery. Practitioners therein, will also be able to use this instrument to evaluate their TQM implementation so as to target improvement areas. The study contributes to theory through development and validation of an original parsimonious TQM scale for the LGs that can be used to improve quality delivery

Effect of Staff Development Policy on Organizational Commitment of University Beneficiaries in Uganda

The study examined the effect of staff development policy on the organizational commitment of university beneficiaries in Uganda. The specific objectives were; (1) to determine the effect of financial training support on organizational commitment of university beneficiaries; (2) to analyze the relationship between promotion with compensation after training and organizational commitment of university beneficiaries; and (3) to examine the relationship between fund recovery from staff after training and organizational commitment of university beneficiaries. Results revealed that; (a) financial training support had a significant relationship with organizational commitment of university beneficiaries (r = .979**, p<0.0001); (b) promotion with compensation after training had a significant association with organizational commitment (r = .964**, p<0.0001); and (c) fund recovery procedure from staff after training had a significant relationship with organizational commitment (r = .977**, p<0.0001). Multiple regression results also revealed that among the three (3) variables studied, only two (2) variables have a significant and positive effect on organizational commitment of beneficiaries. These are; financial training support      [β = .767, t = 5.470, p < 0.0001]; and fund recovery procedure [β = .568, t = 4.607 p<0.0001]. The other variable of compensation with promotion has a significant but negative effect on organizational commitment [β = -.349, t = -2.434, p<0.018) implying among others that while these two are significant aspects why staff go for training, in practice they negatively influence commitment because staff look for greener pastures elsewhere after training. It was therefore concluded that for universities to succeed in cultivating organizational commitment and performance, there is need to solicit for funds to enable staff development programmes to be sustainable and avoid undue stress on the beneficiaries. Keywords: staff development, organizational commitment, compensation, financial training support DOI: 10.7176/JEP/13-9-01 Publication date:March 31st 202