Paper ID: TAGJ24082501

The Relationship Between Teachers’ Technology Skills and their Job Performance in Secondary Schools of Rwampara County Rwampara District

Tumuhimbise Jackson Kibanda*, Dr. Richard Twebaze (PhD), Rev. Dr. Judith Arinaitwe (PhD)

Faculty of Education, Arts and Media Studies (FEAMS)

Bishop Stuart University, P. O. Box 09, Mbarara, Uganda.

*Email: [email protected]

Abstract

The integration of technology into education has become an essential factor in enhancing teaching and learning processes. This study examined the examine the relationship between teachers’ Technology Skills and their job performance in secondary schools of Rwampara County Rwampara District. It was guided by the following objectives; assessing teachers' technology skills in secondary schools, evaluating the level of teachers' job performance and determining the relationship between teachers' technology skills and their job performance. A cross-sectional survey research design was used, targeting headteachers, and teachers from all ten secondary schools in Rwampara County. A total of 205 respondents were selected using purposive and simple random sampling techniques. Data were collected through questionnaire surveys, interviews, document reviews, and direct observation. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed. The findings revealed that the overall mean score for teachers' technology skills was 3.87, indicating a moderate to high level of technology proficiency. Teachers demonstrated competence in using educational software, integrating technology into lesson plans, and engaging students through technological tools. The level of job performance also scored highly, with an overall mean score of 4.09. A significant positive relationship (p<0.05) was found between teachers' technology skills and their job performance, suggesting that improved technology skills contribute to enhanced job performance. The study concluded that teachers' technology skills are crucial for improving their job performance, particularly in areas such as lesson delivery, student engagement, and professional development. However, challenges such as limited access to up-to-date technological resources and insufficient professional development opportunities hinder optimal technology integration. It was concluded that education policymakers should integrate technology-focused modules into teacher training programs.

Key Words: Relationship, Teachers’ Technology Skills, Job Performance, Secondary Schools.

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