Relationship between Monitoring and Evaluation and academic performance in National Teachers Colleges in Uganda

This study assessed relationship between Monitoring and Evaluation and academic performance in National Teachers Colleges in Uganda. Specifically, the study investigated how performance tracking, performance reviews, performance dialogue, and consequence management influence academic performance. A positivist approach and cross sectional survey design were adopted for the study. Four chartered National Teachers Colleges were selected using disproportionate stratified random sampling, basing on the foundation status. Data were collected from 181 lecturers, 5 Deans, 23 Heads of Department, 3 Quality Assurance officers, 3 Senior Officers from the National Council for Higher Education (NCHE) and 39 Student Leaders using a questionnaire, interviews, documents reviews and observation methods. Descriptive statistics and regression analyses, collaborated with content analysis were used to analyze the data. Study findings revealed a positive contribution of performance monitoring to improved academic performance and research. The study concluded that staff performance monitoring practices in National Teachers Colleges are coercive and unsustainable in enhancing improved academic performance. Therefore, the authors recommend that managers in the sampled National Teachers Colleges should use a variety of participatory-oriented performance monitoring mechanisms where targets are agreed upon, constructive feedback is provided on staff performance and staff are rewarding based on performance reviews.