This study investigated the relationship between human resource development practices and job performance of academic staff at Mbarara University of Science and Technology. The human resource development practices in relation to job performance of academic staff were performance appraisal, training and promotion. The study used the correlational research design on a sample of 150 respondents with data collected using a questionnaire survey. Data were analysed using quantitative methods. Descriptive results revealed that performance of academic staff was high. The implementation of performance appraisal was fair (moderate). Regression results showed that training and promotion had positive and significant influence on job performance of academic staff. Nevertheless, the influence of performance appraisal on job performance of academic staff was not significant. Therefore, it was concluded that the implementation of performance appraisal was weak to have a significant influence on performance of academic staff. Training was essential for performance of academic staff in the university and promotion was a prerequisite for performance of academic staff. Hence, it was recommended that human resource director and administrators in the university should strengthen the implementation of performance appraisal, training should be prioritized to enhance performance of academic staff in the university and promotion should be given significant priority to promote performance of academic staff.
This study investigated the relationship between school infrastructure and pupil enrolment among the universal primary education schools in Mbarara City, Uganda. School infrastructure was conceptualized in terms of physical, services and didactic aspects. The study adopted the cross-sectional research design with a sample of 230 from the population of 776 teachers. Data was collected using a self-administered questionnaire and was analysed quantitatively. The study established that much as the schools had adequate infrastructure including appropriate buildings, enough classrooms, desks that enabled comfortable writing, comfortable classroom chairs, appropriate blackboards and classrooms with attractive charts, the UPE schools did not attract the expected number of pupils. Services infrastructure was at a fair level as a lot was still desired in the schools with respect to electricity, provision of drinking water, toilets for boys and girls and school clinics. The libraries were to a less extent spacious. The schools had very limited working computers and other technologies such as television sets and projectors. While physical infrastructure and services infrastructure had a positive and significant relationship with pupils’ enrolment, didactic infrastructure did not have a relationship. It was therefore recommended that leadership in schools under investigation should make effort to entice parents to take pupils to UPE schools. This could be accomplished by improving the quality of school infrastructure. Since the physical and service infrastructures had a significant relationship with the school enrolment, such factors should be improved in order to enable the schools attract the required number of pupils.
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