Purpose: The purpose of this research was to establish the relationship between teachers’ welfare and performance of government aided primary schools in Isingiro district, Uganda. Methodology: A cross sectional research design and post-positivist paradigm were used to collect data from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents participated in the study. The study used closed-ended questionnaires, interview guide and checklists. The schools to be included were selected using simple random sampling and were considered as unit of analysis while the respondents who included District officials, head teachers, teachers and school management committee members formed the unit of enquiry, these were selected purposively based on the knowledge they had on the subject matter. Each school selected, provided the information from the respondents who in this case were the head teacher, two teachers and a chairperson of school management committee member. The research was guided by the null hypothesis, Ho1: Teachers’ welfare has no relationship with performance of government aided primary schools in Isingiro district, Uganda. Findings: The findings of the study revealed  a positive significant relationship between teachers’ welfare and performance of government aided performance primary school at 99% level of confidence (r=.546, p<.01), thus rejecting the null hypothesis  (Ho1). The results signify that increase in teachers’ welfare, is highly associated with good performance of government aided primary schools in Isingiro district, Uganda. Recommendations: This study recommend the government through the Ministry of Education & Sports to impose the minimum-wage law for government aided primary school teachers’ pay which possibly caters for teachers’ motivation when given some due care and attention. In addition, the Ministry of Education & Sports should create social benefits for government aided primary school teachers as a means to enhance their wellbeing and motivate them. Moreover, it is also recommended that government aided primary schools’ teachers be given some allowances such as rental, medical care and transport to motivate them.

Purpose: This research aimed at establishing the effect of interaction between teachers’ welfare and human capital on performance of government aided primary schools in Isingiro district, Uganda. Methodology: A cross sectional research design and post-positivist paradigm were used to collect data from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents participated in the study. The study used closed-ended questionnaires, interview guide and checklists. The schools to be included were selected using simple random sampling and were considered as unit of analysis while the respondents who included District officials, head teachers, teachers and school management committee members formed the unit of enquiry, these were selected purposively based on the knowledge they had on the subject matter. Each school selected, provided the information from the respondents who in this case were the head teacher, two teachers and a chairperson of school management committee member. The research was guided by the null hypothesis, Ho1: An interaction of teachers’ welfare and human capital has no significant effect on performance of government aided primary schools in Isingiro district, Uganda. Findings: The findings of the study revealed that, there is very significant effect between interacting teachers’ welfare and human capital on performance of government aided primary schools (t-value = 11.940, Sig. = .000) thus rejecting the null hypothesis (Ho1). The results signify that since R- Square = 0.288, this means that interacting/ combining both variables of teachers’ welfare and human capital in the model, will contribute 28.8% of good performance of performance of government aided primary schools in Isingiro district, Uganda. Recommendations: The study recommend the government through the Ministry of Education & Sports to impose the training, provide workshops and give minimum-wage law for government aided primary school teachers. This would possibly caters for teachers’ motivation when given some due care and attention. In addition, the Ministry of Education & Sports should create social benefits for government aided primary school teachers as a means to enhance their wellbeing and motivate them. Moreover, it is also recommended that government aided primary schools’ teachers be given allowances such as rental, medical care and transport which could probably motivate them. Since human capital is important for the improvement of primary schools’ performance, it is advisable that the government should provide free trainings and workshops to school teachers’ so that they can gain skills and knowledge and possibly help them performance better at school.

Purpose: The purpose of this research was to establish the relationship between human capital as one of the key factors and performance of government aided primary schools in Isingiro district, Uganda. Methodology: A cross sectional research design and post-positivist paradigm were used to collect data from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents participated in the study. The study used closed-ended questionnaires, interview guide and checklists. The schools to be included were selected using simple random sampling and were considered as unit of analysis while the respondents who included District officials, head teachers, teachers and school management committee members formed the unit of enquiry, these were selected purposively based on the knowledge they had on the subject matter. Each school selected, provided the information from the respondents who in this case were the head teacher, two (2) teachers and a chairperson of school management committee. Findings: The  findings of the study revealed  a positive significant relationship between human capital issues and performance of government aided primary school at 99% level of confidence (r=.385, p<.01), thus rejecting the null hypothesis  (Ho1). The results signified that improved human capital is highly associated with good performance of government aided primary schools in Isingiro district, Uganda. Unique Contribution to Theory and Practice: The Unique contribution of this study was, to suggest to planners and managers of government aided primary schools that, since human capital is important for the improvement of primary school performance, the government should impose the human capital law for government aided primary school teachers which possibly caters for teachers’ productivity when given some due care and attention. In addition, the Ministry of Education & Sports should create social benefits for government aided primary school teachers as a means to enhance their wellbeing and motivate them. Moreover, it is also recommended that government aided primary schools’ teachers be given some training and professional workshops to increase their experience and productivity which could probably motivate them and hence perform better at schools.

Purpose:  The purpose of this research was to establish whether the Monitoring systems mediate the relationship between human capital and performance of government aided primary schools in Isingiro District, Uganda. Methodology: A cross sectional research design and post-positivist paradigm were used to collect data from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents participated in the study. The study used closed-ended questionnaires, interview guide and checklists. The schools to be included were selected using simple random sampling and were considered as unit of analysis while the respondents who included District officials, head teachers, teachers and school management committee (SMC) members formed the unit of enquiry, these were selected purposively based on the knowledge they had on the subject matter. Each school selected, provided the information from the respondents who in this case were the head teacher, two (2) teachers and a chairperson of school management committee member. The research was guided by the null hypothesis, Ho1: Monitoring systems do not mediate the relationship between human capital and performance of government aided primary schools in Isingiro District, Uganda. Findings: The findings of the study revealed that the relationship between human capital and performance of government aided primary schools is partially mediated by monitoring systems, hence rejecting the null hypothesis (Ho1) that there is no mediation. The results signified that monitoring systems partially mediates human capital and performance of government aided primary schools in Isingiro District, Uganda. The Unique Contribution to Theory and Practice: This study suggest to planners and managers of government aided primary schools that, since human capital is important for the improvement of primary school performance, it is advisable that the government should impose monitoring systems to oversee the programmes and activities taking place in government aided primary school which possibly caters for teachers’ productivity, school developments and hence improving its performance.

Purpose: The study investigated challenges and strategies of parental engagement (PE) with respect to students’ academic performance (SAP) in Sheema District, South Western Uganda. Methodology: The study employed qualitative approach using interpretative phenomenological approach of data collection, analysis, and interpretation. Participants of the study included purposively selected head teachers, deputy head teachers, directors of studies, chairpersons and treasurers of both Parents Teachers Associations (PTA) and Boards of Governors (BOG) of ten government grant-aided USE schools (GGAUSES) in the District. Using thematic analysis, various themes and sub-themes of PE issues and methods were derived from qualitative data. Findings: The challenges of parental engagement in learners' academic activities in government grant-aided USE schools in Sheema District generated three themes: Home environment-related challenges (HERC), school environment-related challenges (SERC), and government-related challenges (GRC). Each of these generated several subthemes. The strategies for overcoming the parental engagement challenges included social and economic tactics, leadership and management strategies as well as legislation and regulation. Recommendation: The study recommend a deliberate move on the part of key stakeholders to enhance parental engagement through abating its challenges be emphasised and that will foster learners’ academic performance.