Abstract: The research project titled “The Effect of Anti-Sexual Harassment (ASH) Policies on the Job Performance of Journalists in Five Broadcasting Media Houses in Rwanda” focused on assessing the impact of both awareness and understanding of ASH policies and the implementation and enforcement of these policies on the job performance of journalists. The study targeted journalists and media organizations in Kigali, Rwanda, and categorized the effects into two groups: high and very high impact. The study found that for every one-unit increase in awareness of ASH policies, job performance improved by 0.289 units. This suggests that even a modest increase in knowledge about the policies can have a positive effect on journalists’ ability to perform their duties effectively. More strikingly, the study revealed that a one-unit increase in the implementation of these policies resulted in a much larger improvement in job performance, with a gain of 0.885 units. This indicates that the actual enforcement and application of ASH policies have a far more substantial impact on journalists’ job performance compared to mere awareness. The P-values for all factors related to awareness, understanding, and implementation were found to be below 0.05, indicating that the relationships between these variables and job performance are statistically significant. This provides compelling evidence supporting the study’s hypotheses, affirming that both the awareness and enforcement of anti-sexual harassment policies are crucial factors in improving job performance among journalists.

Abstract: The purpose of the study was to explore the influence of perceived school culture on teachers’ job performance in government aided secondary schools in Sheema municipality, Uganda. The study was quantitative and adopted a cross-sectional survey research design. A self-administered questionnaire was used to collect data from 252 respondents using census strategy. Descriptive statistics were used to analyze objectives 1 and 2. Pearson Correlation Coefficient was used to test the relationship between perceived school culture and teachers’ job performance. The study findings revealed that 77.4% of the teachers reported strong school culture and 22.6% reported moderate levels of school culture. It was revealed that 91.2% of teachers reported high levels of job performance while 8% reported moderate levels of job performance. The study established that positive significant relationship exists between perceived school culture and teachers’ job performance (r = .29, p ˂ .01). The findings agree with studies conducted by Bukhuni and Iravo (2015), Edelstein (2012) and Kamaroellah and Mubarak (2019). The study findings, however, disagree with Ghanney et al (2017). The study recommended that the ministry of education should come up with clear training programs for teachers to teach them about the vitality of upholding strong school cultures in their schools to boost job performance.

Abstract: This study specifically examined the types of non-monetary incentives provided to teachers and the role of non-financial incentives on teachers’ performance in public secondary schools in Ilemela District. The study employed a mixed approach with convergent parallel research design, targeting teachers, heads of schools, school quality assurance and district education officers, a total population of 1056 people. The study employed probability and non-probability sampling techniques for teachers and officers respectively to get a sample size of 182 respondents. Questionnaire were used to collect data from teachers while interview guide was used in data collection from the heads of schools, the quality assurance officer and the district education officer. The tools were obtained through pilot study and the coefficient of reliability was 0.81 which allowed the reseacher to use the tools. Qualitative data were analyzed using descriptive statistics with the help of Statistical Package for Social Science (SPSS) version 20 and presented in frequencies and percentages on tables while qualitative data were coded and analyzed thematically in narratives. The study revealed that there are many types of incentives but non-monetary incentives play a vital role in ensuring teachers’ job performance. Also, the study revealed that the provision of meals, transport, staff houses, health services and availability of teaching and learning materials as incentives encourage teachers to perform effectively. The study recommends that there is a need to enhance non-monetary incentives for teachers’ job satisfaction. Moreover, the government should equip heads of schools with administrative skills on how to improve teachers’ job performance.