This study examined the impact of compensation management on academic staff's employee well-being in private universities in Uganda during the COVID-19 lockdown. Two dimensions of compensation management considered were compensation determination and compensation administration. Employee well-being was studied in terms of psychological well-being, social well-being, workplace well-being and subjective well-being. This study used a cross-sectional design on a sample of academic staff from five private universities.  Factor analysis was used to identify key items of compensation management and employee well-being, followed by descriptive, correlation and multiple regression analyses. Multiple regression analysis assessed the magnitude and strength of the impact of compensation management on employee well-being. The results supported the hypotheses on the influence of compensation determination and administration on employee well-being. Therefore, compensation determination and administration are important in enhancing the academic staff's well-being in private universities in contingent situations such as COVID-19 lockdown. In managing compensation issues in contingent situations, managers of private universities should determine and administer compensation considering employees' interests. This study adds to the scanty literature on compensation management and employee well-being. It identifies compensation management factors that organisations should consider to promote employee well-being in contingent situations.

This study assessed the influence of information communication technology (ICT) use on job performance of teachers at a private International School in Kampala, Uganda. Specifically, the study assessed the influence of ICT enabled school administration, electronic information resources access and ICT enabled collaborative teaching and learning on job performance of teachers. Using the correlational research design, data were collected from teachers using a self-administered questionnaire. Descriptive results showed that performance of teachers was good and use of ICT enabled school administration, electronic information resources access, collaborative teaching and learning was high. Regression analysis revealed that while electronic information resources access had a positive and significant influence on job performance of teachers, ICT enabled school administration and ICT enabled collaborative teaching and learning had a positive but insignificant influence on performance of teachers. It was concluded that electronic information resources access is very essential for job performance of teachers but ICT enabled school administration and ICT enabled collaborative teaching are not critical for job performance of teachers. It was thus recommended that stakeholders in the education sector including the Ministry of Education, Directors of schools and head teachers should promote teachers' access to electronic information resources access giving less emphasis to ICT enabled school administration and ICT enabled collaborative teaching.