Browsing by Author "Kato, Juliet"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    The effect of personal financial management on teachers' performance in UPE schools in Kigulu north county, Iganga district, Uganda.
    (Busitema University, 2026) Kato, Juliet
    This study examined the effect of Personal Financial Management (PFM) on teachers' performance in Universal Primary Education (UPE) schools in Kigulu North County, Iganga District, Uganda. Guided by Maslow's Hierarchy of Needs Theory (1943), the study specifically assessed the level of PFM among teachers, examined their level of performance, determined the effect of PFM on performance, and explored the challenges teachers face and the support systems available for financial management. A convergent parallel mixed methods design was employed. Quantitative data were collected from 170 teachers using a structured questionnaire (88.5% response rate), while qualitative data were obtained through in-depth interviews with 30 school administrators. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and simple and multiple linear regression, while qualitative data were analyzed thematically. Findings revealed a moderate level of PFM among teachers (composite mean = 3.03), with strengths in goal-setting and budgeting but weaknesses in saving, investing, debt management, and seeking financial advice. Teachers' performance was moderately high (composite mean = 3.99), strongest in guidance and counselling and lesson preparation, but weakest in teaching aids and attendance. PFM had a statistically significant positive effect on teacher performance (r = 0.610, p < .001; R² = 0.372), with the regression model: Performance = 2.414 + 0.521 × (PFM Score). PFM remained the strongest predictor after controlling for experience and qualification. Teachers faced a self-reinforcing cycle of financial distress driven by inadequate and delayed salaries, chronic indebtedness, predatory lending, limited financial literacy, and institutional barriers, while existing support systems, particularly the Teachers' SACCO, were perceived as inadequate. The study concludes that PFM is a significant determinant of teacher performance and recommends salary enhancement, timely disbursement, financial literacy training, SACO reform, and inclusion of teachers in national financial empowerment programmes to improve both teacher financial well-being and educational quality in UPE schools.