Relationship between workload and learners’ academic performances of Ntungamo district public secondary schools in Uganda

This study looked into how students' academic success in public secondary schools related to their workload. The study aimed to better understand how teachers’ workload can affect learners’ academic performance. The target population was 7588, including 7182 learners, 396 teachers, and 10 Head Teachers. A cross-sectional research design was used for the study. The study employed mixed mixed-methods approach and a cross-sectional research design. Using purposive sampling, 10 schools and 10 head teachers were chosen from among them. Simple random sampling was used to obtain 350 learners, and 20 teachers. Questionnaires were the tools used to gather data for the study. Cronbach’s alpha was used to assess the reliability of the study instruments for quantitative data. In order to identify significant predictors of academic accomplishment, the analysis employed regression and correlation approaches to assess the degree of correlation between student performance and instructors' working conditions. The findings revealed strong positive correlations between workload and learners’ academic performance. the workload is the most influential predictor. When considering standardized coefficients, workload management plays a critical role in shaping students' academic performance. Improving these factors can lead to better teaching effectiveness and enhanced student learning. The findings recommended that educational policymakers should focus on optimizing teachers' workload to improve both teacher well-being and student success.