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Title: | Talent development practices and work engagement of in-service teachers at a private university in Western Uganda |
Author(s): | Wilson Mugizi, Augustina Ogaga Dafiewhare, Michael Manyange, Dinensio Kiyundo Zikanga |
Year | 2020 |
Publisher: | Journal of Educational Research and Reviews Vol. 8(4) |
URI: | https://publications.kiu.ac.ug/publication-page.php?i=talent-development-practices-and-work-engagement-of-in-service-teachers-at-a-private-university-in-western-uganda |
File: | ![]() |
Keywords: | Work engagement in-service teachers performance appraisal promotion training |
Work engagement is the positive fulfilling work-related state of mind that is characterised by vigour, dedication
and absorption. This study investigated factors that promote work engagement of teachers in schools looking at talent
management practices. The talent management practices considered were performance appraisal, training and
promotion. Specifically, the study examined the relationship between talent development practices and work
engagement of in-service primary teachers at a private university in Western Uganda. In particular, the study sought to
establish the relationship between performance appraisal, training, promotion and work engagement of in-service
teachers. The study adopted a correlational research design to carry out the study. A self-administered questionnaire
was used to collect data from 120 in-service teachers. The study findings revealed that for work engagement aspects,
employee vigour and dedication of in-service teachers were high whereas absorption was moderate. With respect to
talent management practices, performance appraisal and training were high but promotion was moderate. Regression
analysis revealed that performance appraisal, training and promotion had positive and significant relationships with work
engagement. It was concluded that performance appraisal, training and promotion are important for work engagement of
teachers. Therefore, it was recommended that practitioners and head teachers ensure that the performance appraisal
requirement is implemented effectively. Practitioners and head teachers should also ensure that teachers are offered
regular training and are encouraged to go for further studies. Additionally, practitioners should implement a transparent
promotion process that is regular.
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