Performance In Secondary Schools Research Articles

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

Influence of Organizational Roles on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

The purpose of this study was to assess the influence of organizational roles on administrative performance in public secondary schools in Nakuru County, Kenya. The study adopted a mixed-method research design. The study targeted 352 principals in public secondary schools and 11 Sub-County Quality Assurance and Standards Officers in Nakuru County. Using stratified random sampling, a sample size of 106 principals and 4 Sub-County Quality Assurance and Standards Officers (30 % of the population) was selected. Data collection methods included questionnaires administered to principals and interviews conducted with Sub-County Quality Assurance and Standards Officers (SCQASO). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s correlation and regression analysis, while qualitative data underwent thematic analysis. A pre-test involving 11 schools in Nyandarua County confirmed the reliability of the research instruments, yielding a Cronbach’s alpha of 0.805. The study found that the correlation coefficients between organizational roles and administrative performance in public secondary schools in Nakuru County, Kenya (r = 0.567, p = 0.002) was strong and significant. Organizational role significantly influenced the administrative performance of principals, ultimately enhancing school effectiveness. To improve public secondary school administration, it is recommended that clearly defined administrative roles be established.

Influence of Organizational Technology on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

The purpose of this study was to assess the influence of organizational technology on administrative performance in public secondary schools in Nakuru County, Kenya. The study adopted a mixed-method research design. The study targeted 352 principals in public secondary schools and 11 Sub-County Quality Assurance and Standards Officers in Nakuru County. Using stratified random sampling, a sample size of 106 principals and 4 Sub-County Quality Assurance and Standards Officers (30 % of the population) was selected. Data collection methods included questionnaires administered to principals and interviews conducted with Sub-County Quality Assurance and Standards Officers (SCQASO). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s correlation and regression analysis, while qualitative data underwent thematic analysis. A pre-test involving 11 schools in Nyandarua County confirmed the reliability of the research instruments, yielding a Cronbach’s alpha of 0.805. The findings reveals a strong and significant correlation between organizational technology and administrative performance (r = 0.876, p = 0.004). It was concluded that organizational technology, significantly influenced the administrative performance of principals, ultimately enhancing school effectiveness. To improve public secondary school administration, it is recommended that operational efficiency be enhanced, and technology be integrated.

UTILIZATION OF CLASSROOM ENVIRONMENT AND ITS EFFECTS ON ACADEMIC PERFORMANCE IN SUB COUNTY LEVEL SECONDARY SCHOOLS IN UASIN GISHU COUNTY, KENYA

School infrastructure is a key pillar for effective learning process in any educational institution. The purpose of this study was to utilization of classroom environment affect academic performance in Sub County level secondary schools in Uasin Gishu County. This study was guided by Production theory. The study was guided by pragmatism philosophy and adopts descriptive survey research design. The study area was carried out in Uasin Gishu County. The target population of the study was 18960 respondents. Stratified simple random and purposive sampling was employed to select the respondents. The sample size was 530 respondents comprising of 48 principals, 97 teachers, 384 students and a Quality Assurance and Standards Officer The data collection instruments were questionnaire, interview schedules and observation check list. A pilot study was carried out in five public schools in the neighboring Trans Nzoia County to check on the consistence of the instruments. The researcher yielded both quantitative and qualitative data. Quantitative data was analyzed using descriptive statistics that resulted in percentages and frequencies that were represented in tables, pie charts and bar graphs and inferential statistics. Qualitative data was analyzed thematically. Therefore, from the research findings based on the multiple regression models, the coefficient of determination (R squared) of 0.441 showed that 44.1% of the variation in student performance was explained by the utilization of selected school infrastructure. The study found out that the classroom environment influenced academic performance. The study concluded that the more conducive the classroom environment the higher the academic performance. The research recommended that sub county level secondary schools management in Uasin Gishu County should develop infrastructural development initiatives to solve the inadequacy of these facilities and enhance their utilization in the schools. There should be consistent routine supervision of quality of facilities in schools done by the government to ensure that schools are operating with good facilities that would help the learners. KEY WORDS: School infrastructure utilization of classroom environment, academic performance

Utilisation of performance-based rewards to improve teachers’ work performance in Tanzanian secondary schools

Utilisation of performance-based rewards to improve teachers’ work performance in Tanzanian secondary schools

Examining the Nexus between School Infrastructure and Instructional Materials on Academic Performance of Secondary School Students in Gombe State

The main purpose of the study was to examine the nexus between school infrastructure and instructional materials on the academic performance of secondary schools in Gombe State. The study was guided by two specific objectives, two research questions, as well as two null hypotheses. The research which was conducted in the Gombe State adopted a correlation research design. The population of the study was 24,216 subjects comprising 3,178 teachers and 21,038 Senior Secondary (SS II) students in public Secondary Schools in Gombe State. A multi-stage sampling procedure was adopted for the study in which simple random and purposive sampling were used. To determine the sample size, the Taro Yamane formula was used and a sample size of 348 was determined. Impact of School Facilities on Academic Performance Questionnaire” (ISFAPQ) was used as the instrument for data collection. The ISFAPQ was subjected to face validation by three experts and a trial test was conducted in Bauchi State which a reliability index of 0.89 was obtained using Cronbach Alpha. Data were collected through a questionnaire, and End of third-term results form. The data collected was analyzed using mean and standard deviation as well as linear regression analysis. The findings of the study revealed that school buildings and instructional materials had a significant impact on the academic performance of secondary school students in Gombe State. Based on the findings of the study, the following recommendations were made; The Government should ensure that school buildings are well-built and painted to facilitate teaching and learning. Instructional materials should be made available by the government and management of secondary schools to enable effective teaching and learning.

The Reasons for Special Talented Secondary School Remoteness Towards Student’s Academic Performance: Case Study; Urban District at Zanzibar

This paper sought to investigate the reasons for special talented secondary school remoteness towards students’ academic performance; a case study of Urban District Council in Zanzibar. Specific objectives were: to determine reasons for special talented secondary school remoteness in Urban district at Zanzibar, and to find out the strategies for improving students’ academic performance in special talented secondary school remoteness in Zanzibar. This article employed a mixed approach research method and is centered and guided by social capital theory propounded by Robert Putnam in 1993. A sample of 151 respondents including 1 DEO, 6 head of schools, 36 teachers, 84 students and 24 parents were used. Simple random sampling techniques were used in selection of ordinary teachers and students while purposive sampling technique was used in selection of the head of schools, DEO and parents in the area of study. Questionnaires, interviews, and documentary reviews were used in data collections. The findings identified reasons for special talented secondary school remoteness in Urban District Council at Zanzibar include limited financial support, nomadic lifestyle, community's negative attitudes towards education, lack of open spaces for constructions of schools, geographical dispersion and unfriendly transport infrastructure. Lastly, the study proposed which can be used to improve students’ academic performance in special talented secondary schools are construction of hostels, introduction of food programs, provision of transport facilities and clear policies on school locations

Constraints of English Teaching Proficiency on Students’ Mastery of English Language Skills in Community Secondary Schools in Morogoro District Council

This study focused on investigating the Constraints of English teaching proficiency on students’ mastery of English language skills in community secondary schools in Morogoro District Council. The study used case study research design and mixed research approach. The targeted populations in this study were ward education officers, School head masters, English teachers, and students from 5 rural community secondary schools in Morogoro district council. Sample size for this study was 130 respondents. Purposive sampling technique was applied in selecting Ward education officers and school head masters and simple random sampling technique was used in selection of students and English teachers. Collected data were analyzed using descriptive statistics and thematic analysis. The findings emphasize that low teaching proficiency is a significant factor contributing to poor student performance in community secondary schools. The overuse of code switching, although aimed at aiding comprehension, may negatively impact students’ English language development. Improving teachers’ proficiency is crucial for enhancing students’ communication skills and overall academic performance. The results emphasize the need for targeted professional development to address teaching deficiencies and support better educational outcomes. To address these challenges, educational institutions should invest in professional development programs that enhance teachers’ English proficiency and reduce code switching. Regular assessments of teaching effectiveness and the integration of language support tools will further improve instructional quality and boost students’ academic performance

The Contribution of Collaboration among the Parents, Teachers and Community on Public Secondary Schools Students’Academic Performance in Kibaha District

The study investigated the contribution of collaboration among parents, teachers and community towards improving academic performance of students in public secondary schools in Kibaha District. The study employed qualitative approach by using case study design with 61 respondents. The instruments used to collect information were interview, focus group discussion, and document review. The collected data were analyzed through content analysis for collected qualitative data. The study highlights the significant impact of collaboration among parents, teachers, and the community on enhancing students’ academic performance in public secondary schools. Effective collaboration facilitates resource mobilization, supports discipline control, and ensures the successful implementation of educational plans. To build on these benefits, schools should reinforce communication channels, actively involve stakeholders in resource and planning efforts, and promote shared responsibility for discipline, while supporting educators with professional development to improve overall educational outcomes.

Influence of Parenting Styles on Public Secondary School Students’ Academic Performance in Iringa, Tanzania

The purpose of this study was to examine the influence of parenting styles on students’ academic performance in public secondary schools in Iringa, Tanzania. The study employed the survey research design with a sample of 100 respondents out the population of 600 students from selected schools. This study used a questionnaire method of data collection. The analysis of data involved the regression analysis. The study established that authoritarian, authoritative as well as permissive parenting styles influenced students’ academic performance. However, each parenting style influenced the academic performance at different rates, the authoritarian parenting being the most effective parenting style, followed by permissive and authoritative styles. Therefore, parents need to be aware of the parenting style they use and opt for the best parenting style, which may improve their children’s academic performance.

The Effects of New COVID-19 Classrooms Construction Project Towards Students’ Academic Performance in Public Secondary Schools in Lushoto District Council, Tanzania

This study assessed the effects of COVID-19 classroom construction project towards the improvement of student’s academic performance in public secondary schools in Lushoto District Council. The study used qualitative research approach. The target population comprised of District Secondary Education Officer, Ward Education Officers, Heads of Schools, teachers and school board chairpersons. Sample size for this study was 61 participants. The instruments used to collect data were interviews and focus group discussions. The collected data were analyzed through thematic analysis. The findings indicate that the new classrooms have significantly reduced overcrowding, fostering a more conducive learning environment with better individual attention, enhanced learning conditions, and improved academic performance. The reduction in student density has also facilitated social distancing, leading to increased student engagement and decreased absenteeism. Enhanced classroom conditions have positively impacted students’ concentration, morale, and motivation, contributing to higher enrollment and academic success. To build on these benefits, it is recommended that education authorities continue investing in modernizing school infrastructure to address overcrowding, ensure regular maintenance, and upgrade facilities. Prioritizing interactive teaching methods and efficient resource management, along with continuous evaluation of infrastructure impacts, will further enhance student performance and guide future educational investments.

Grade 9 Learners’ Perceptions of the Influence of Peer Relationships on Their Mathematics Performance in Tshwane Municipality Secondary Schools

The study explored the grade 9 learners’ perceptions of the influence of peer relationships on their mathematics performance in Tshwane municipality secondary schools, South Africa. The study engaged a mixed method approach and applied a descriptive survey design. The sample consisted of 400 learners (280 females and 120 males). A self-fashioned questionnaire was used for data collection, as well as a few open ended questions. The learners’ termly result in mathematics was also used to ascertain their level of achievement. Quantitative data were analysed using the Pearson product moment correlation, while qualitative data were analysed in a narrative form. One null hypothesis was tested for the study and it was rejected. The study disclosed that grade 9 learners’ perceptions of peer relationships was not a statistically significant factor influencing their mathematics performance. The study concluded that peer relationships were poorly appraised, hence could not have influenced grade 9 learners’ mathematics performance. The study recommends that teachers and stakeholders in schools should consider the advocacy of positive peer relationships among learners to help foster acceptability among learners. Furthermore, advocacy for cooperative and interactive learning is recommended to enable learners to learn from each other effectively; this will foster peer mentoring.

Influence of Teachers’ Professional Training and Development on Students’ Academic Performance in Public Secondary Schools in Ndhiwa Sub-County Homabay County, Kenya

Purpose: The persistent academic underperformance in public secondary schools in Kenyan rural areas has raised concerns among educators, policymakers, and local communities. The purpose of the study is to evaluate how teacher professional training and development influence academic performance. One of the key factors believed to have contributed to this challenge is the lack of sufficient and effective professional training and development programs for teachers. There is a growing need to examine how teachers' professional training and development influence students' academic outcomes. The problem this study seeks to address is the unclear and under-researched relationship between teachers' professional development and students' academic performance in Ndhiwa Sub-County. Methodology: The study used descriptive research design and 15 public secondary schools, 113 teachers and 522 students were involved in the study as study respondents. The study used document analysis and semi structured questionnaires to collect the quantitative data, which was analyzed through descriptive statistics (frequencies and percentages). Findings: The study reveals that teachers' professional training and development have a significant impact on students' academic performance in public secondary schools in Ndhiwa Sub-County. The findings also indicated that teachers who undergo continuous professional development are better equipped with modern teaching strategies, content knowledge, and student engagement techniques, which in turn positively influence students' academic outcomes. Teachers with higher levels of training and access to ongoing professional development demonstrate improved classroom management, increased use of learner-centered methodologies, and more effective assessment technique. Unique Contribution to Theory, Practice and Policy: From the study findings, the study recommends that schools and educational authorities should develop more structured and regular Continuous Professional Development (CPD) programs that focus on subject-specific training, pedagogical skills, and updated teaching methodologies. This is because the study findings likely indicate that teachers who engage in regular training and development show better performance in student outcomes. The education policy makers should come up with the programs that forge partnerships between secondary schools and local universities or teacher training colleges to provide advanced training opportunities and access to educational research.

Influence of Most Violated Children's Rights on Student’s Academic Performance in Public Secondary Schools in Ugunja Sub-County, Kenya

This study explored the influence of student rights awareness on academic performance in public secondary schools in Ugunja Sub-County, Kenya. It is established the most violated children's rights and their influence on academic performance in Ugunja Sub-county Public Secondary Schools. The study targeted Ugunja Sub-County Director of Education, 25 School Principals, 393 teachers, and 15,502 students enrolled in Secondary Schools in this Sub-County. This research was anchored on Mathew Kramer's Best interest theory of a child that advocates for maximum protection of the best interest of a child. A descriptive survey design was adopted. Slovin's formula was applied to obtain a sample size of 390 participants. Questionnaires and interview schedules were employed as the research instrument. Their validity was tested through sharing and getting views from members of the cohort. Split-half method was featured in testing the reliability of research instruments by determining the correlation between scores for both halves. The quantitative data from the questionnaires was analyzed using the Statistical Package for Social Science [SPSS] version 20.1. This data was then presented using tables, graphs, pie charts, frequency distribution and percentages so as to make it easily understood. Qualitative data generated from the interview schedules involving the Sub-county Director of Education and Principals was analyzed using thematic analysis. Findings revealed that a total of 97% of students of both gender claimed that there was child right violation in their schools. They were supported with 90% of teachers and 100% of the key respondents (Principals/SCDE). The most commonly violated rights according to both teachers and students was through corporal punishment, bullying, sexual harassment and proper use of school resources where some learners said that they were denied the proper use of some school items such as computers and laboratory apparatus. Other rights that they were denied include, right to play, freedom of expression and discrimination in terms of colour and religion, thus affected the academic performance of the students in secondary schools. It was clear from the study that most teachers and students were aware of the students’ rights, but they were ignorant of the consequences of violating the rights. The research concluded that, among the most commonly violated rights that the study found out were in form of corporal punishment, sexual harassment and cases of bullying respectively. The main sources of children rights in Ugunja Sub-county were television/radio, school and church. There was an observation that none of the sampled schools had posters against child right violation within their compounds. It came out clearly from this study that violation of student’s rights lead to poor academic performance. The study recommended that government should ensure that there are copies of children right act booklets provided to Public secondary schools so that each learner can have a copy as a reference material, Kenya Institute of Curriculum Development should incorporate topics that deal with children rights in the syllabus so that learners can as well acquire information progressively, the school administration should introduce clubs and societies that address student rights. Students can be guided to be active members of the clubs.

School Administrators Communication Skills on Teachers Performance in Government-Supported Secondary Schools within Butambala District, Uganda

Effective communication is essential in fostering a conducive learning environment within educational institutions. This study aimed at examining the connection of communication skills of school administrators on the performance of teachers within government-supported secondary schools of Butambala District. In Particular, the objectives were; to establish school administrators` and teachers` level of awareness about communication skills; analyze the impact of volume and tone on teachers` and examine the connection of active listening on teachers` performance amidst government-supported secondary schools within Butambala District. A cross-sectional research paradigm involving qualitative as well as quantitative approaches were employed. 86 respondents were utilized as the sample size for this study. The study revealed that a number of different communication skills have been adopted and utilized by the school administrators and teachers within the different selected government- supported secondary schools in Butambala District. The research uncovered that volume and tone has a statistically strong positive, significant impact on teachers’ performance among government-supported secondary schools of Butambala District. Additionally, the study found out an existence of a statistically strong positive, significant connection between active listening and teachers’ performance among government-assisted secondary schools within Butambala District. The study concludes that school administrators’ communication skills in form of volume and tone as well as active listening, has a statistically significant association with performance of teachers within government-assisted secondary schools amidst Butambala District. Therefore, a remarkable increase in the different forms of school administrators’ communication skills resultantly leads to an improvement in teachers’ performance among government-facilitated secondary schools of Butambala District. The study recommends that schools’ administrators should enhance their communication skills, thereby creating a more supportive, collaborative, and productive environment for teachers. Effective communication fosters trust, promotes engagement, and enhances overall teacher performance, contributing to a more successful school community in government-aided secondary schools in Butambala District.

Challenges and Academic Performance of Re-Admitted Teenage Mothers in Kenyan Secondary Schools

Aims: The purpose of this study is to examine the influence of challenges faced by admitted teenage mother students on the academic performance in secondary schools in Kenya. The study addressed two specific objectives to achieve its aims These were to examine the challenges faced by the teenage mothers in the learning environment upon being re-admitted to school and its influence on their academic performance; and to explore the family and community perception of teenage mothers and its influence on the academic performance of admitted teenage mothers. Study Significance: The study assesses the impact of re-entry policy on teenage mothers' academic performance in Kenyan secondary schools, highlighting the need for improved support systems. It aims to inform educational practices, enhance program delivery, and contribute to achieving Vision 2030 goals. Study Design: The study a Mixed Methods Design that used a convergent parallel approach. Place and Duration of the Study: The research was conducted in Kenya in four counties namely: Trans Nzoia,xWest Pokot,xUasin Gishu andxElgeyo Marakwet. The variables ofxthe study included challenges faced by teenage mother and academic performance of the admitted teenage mother. The study was conducted in 2022. Methodology: The study used random, stratified and purposive approaches to select the 596 respondents from 102 schools in selected counties. Of this 458 responded to the questionnaire and interviews (72 Principals comprising 52 females and 20 males between 42 – 54 years; 74 Guidance and Counselling teachers 48 females and 24 males with an average age of 38 years; 66 Directors of Studies comprising 50 males and 16 females with a modal age of 36 years; 246 teenage mothers with an age range of 16 – 21 years). Results: The study found out that the challenges the teenage mothers experienced were both from home and the school environment which contributed to their academic performance. The teenage mothers found support from teachers while in school upon being admitted. Conclusion: Parents, schools and even other stakeholders should work in unity to ensure that the teenage mother do not go through challenges that can contribute to poor academic performance.

Associations between a multifaceted personality and academic performance in secondary school

Whereas meta-analytic evidence has accumulated about the important role personality characteristics such as the Big Five traits play for academic performance in secondary school, less is known about the specific behavioral and emotional repertoire that drives these associations. A closer look at the facet-level of Big Five traits can provide this knowledge helping to better understand why students differ in their success at school. We therefore studied associations between Big Five facets and academic performance (grades and standardized test scores in German and mathematics) in three independent secondary student samples (Study 1 N = 3866, Study 2 N = 2290, and Study 3 N = 366), using regression analytic, structural equation modeling, and meta-analytic procedures to test facet-level associations and incremental associations above traits. We found facet-differential associations with academic performance indicators, particularly for facets of conscientiousness, openness, and extraversion. Evidence for incremental effects of facets beyond traits was weak. Self-discipline (conscientiousness) was the only facet that consistently showed incremental effects across Samples 1 and 2. The results can stimulate research and practice to identify the underlying mechanisms that drive these associations and also highlight the specific emotional and behavioral repertoire that should be supported to help students to succeed in school.

Stakeholders’ Support on School-Based Academic Camps for Improved Students Academic Performance in Public Secondary Schools

The study assessed the stakeholders support on school based academic camps to improve students’ academic performance in public secondary schools in Ulunga district, Tanzania. The study comprised five specific objectives. This study adopted the stakeholder theory as it was propounded by Edward Freeman (1980). The study used a convergent research design supported by a mixed methods research approach. The study used simple random and purposive sampling techniques to select the sample size. The participants in this study were: 1 DEO, 10 WEOs, 10 HoSs, 20 parents, 90 students, 10 teachers, 2 chairpersons, and 1 Member of Parliament (MP). Data collection instruments were questionnaires, semi-structured interview guides, and documentary reviews. Quantitative data were analyzed us Statistical Package for Social Sciences (SPSS) version 25, while qualitative data were analyzed using structural-functional and content analysis approach. The study also found that major stakeholders who support academic camps were parents (M = 4.4 and SD = 1.2), school chairpersons (M = 4.1 and SD = 1.4), and students (M = 4.2 and SD = 1.2). The major approach used to solicit stakeholders is school meetings (M = 3.9 and SD = 1.3). Types of support from stakeholders are teaching and learning material (M = 3.70 and SD = 1.1) and light (electricity) mean score (M = 3.5 and SD = 1.2). . Teachers and students perceive uncertainty about stakeholders support; counseling and guidance (M = 3.4 and SD = 1.2), security (M = 3.2 and SD = 1.0), clean and safe water (M = 3.2 and SD = 1.3), and food (M = 2.9 and SD = 1.2). Respondents agree that stakeholders support enhances students’ performance by completing topics (M = 3.5 and SD = 1.1) and interacting in group works (M = 3.5 and SD = 1.3). Based on the findings, appropriate recommendations are proposed.

Effectiveness of guidance and counselling in promoting learners’ academic success in rural secondary schools, Vhembe district

Guidance and counselling is an enterprise that promotes learners’ performance globally and internationally. However, its effectiveness is not given enough attention since learners continue performing poorly in South Africa. This study investigates the effectiveness of guidance and counselling as an enterprise for promoting learner performance in rural secondary schools of Limpopo province. It used a qualitative approach. Twelve participants were purposively selected, such as ten educators’ guidance who were interviewed telephonically. The results showed that life orientation teachers agreed that guidance and counselling are an enterprise that promotes learners’ performance. It concluded that if guidance and counselling are implemented effectively, learners' performance in rural areas will improve. The study recommends that the Department of Education should promote the implementation of guidance and counselling by reviewing areas of guidance and counselling that need to be strengthened in rural areas.

The Impact of Medical Care Provision on Teacher Welfare and Performance in Public Secondary Schools: A Case Study of Sheema Municipality, Uganda

This study investigates the relationship between the provision of medical care for teachers and their overall welfare and performance in public secondary schools within Sheema Municipality, Uganda. Teacher welfare, particularly medical benefits, is increasingly recognized as a critical factor in enhancing job satisfaction and effectiveness. Using a mixed-methods approach, the research explores how access to quality healthcare affects key performance indicators, such as attendance, time management, and class participation. The theoretical framework for this study integrates Herzberg’s Motivator-Hygiene Theory, Expectancy-Value Theories, and Maslow’s Hierarchy of Needs to highlight the essential role of healthcare in addressing basic needs and improving job satisfaction. The research concluded that the majority 64.4% of the teachers were in disagreement that schools always provide first aid to teachers whereas a minority 13.7% were in agreement. Findings suggest that access to medical care can significantly reduce teacher absenteeism, boost morale, and enhance engagement in professional duties, thereby positively impacting student outcomes. The results underline the importance of targeted welfare interventions to support teachers’ health, thereby contributing to broader educational goals and community development. Keywords: Medical care, Teacher Welfare, Teacher performance, Secondary Schools, Uganda