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Navigating Global Challenges in Teacher Performance: Strategies and Implications

1Johnson Abakunda, 2Ugwu Jovita Nnenna, 1Kule Jerald, 1Turyamureeba Silaji and 1Kamami Wilson

1Faculty of Education Kampala International University Uganda.

2Department of Publication and Extension Kampala International University Uganda.


This comprehensive document explores the global challenges surrounding teacher performance and the multifaceted strategies implemented to address these issues. It delves into the historical evolution of teacher supervision and performance evaluation, emphasizing the critical role of teachers in education systems across the world. The paper offers a comparative analysis of teacher performance in the United States and the United Kingdom, highlighting the policy changes adopted to improve teacher morale and effectiveness. Furthermore, it discusses the specific challenges faced in South Africa and East Africa, with a focus on absenteeism, late-coming, and other issues affecting teacher performance. The document concludes with insights into Uganda’s efforts to enhance teacher welfare and uplift their motivation, aiming for an improved educational system. The overarching objective is to provide a comprehensive understanding of the global challenges and strategies pertaining to teacher performance.

Keywords: Global Challenges, Teacher, Performance, Strategies and Implications


Teachers hold a paramount position in educational systems across the world, recognized as the linchpin upon which the quality of education pivots [1-3]. Their role is pivotal, and the future of any education system is intricately tied to the competence and dedication of these educators [4-6]. Consequently, the linchpin to enhancing education globally is the presence of high-performing teachers in every classroom [7]. This premise underscores the universal truth that the quality of teachers directly influences the quality of education. Throughout history, the performance of teachers has been a topic of persistent concern and scrutiny [8]. Early in the history of the United States, for instance, in the 1700s, the clergy took on the responsibility of assessing the effectiveness of teachers. This choice was based on their extensive education and presumed ability to provide religious guidance in schools [9]. In 1837, the United Kingdom appointed school inspectors to oversee the work of teachers, a significant step in monitoring and improving teacher performance [10-12]. The challenge of declining teacher performance is not a localized issue; it reverberates globally [13-15]. This challenge affects countries in the Western world, Asia, and substantial portions of Sub-Saharan Africa, particularly in public schools [16-18]. The decline in teacher performance is a shared concern in regions that encompass diverse cultures, economies, and educational systems [19-20].


The global education landscape is inextricably linked to the quality of its teachers. The pursuit of high-performing teachers in every classroom is a shared objective, transcending geographical and cultural boundaries. The challenge of declining teacher performance is a universal concern, and its resolution necessitates multifaceted strategies tailored to the unique contexts of different regions. The historical evolution of teacher supervision and performance evaluation underscores the need for effective oversight and the growing recognition of teachers’ importance in the education system. The experiences of the United States and the United Kingdom, with their policy changes and performance review systems, illustrate the diverse approaches taken to enhance teacher effectiveness. In South Africa and East Africa, specific challenges like absenteeism and professional misconduct demand attention. These challenges undermine the quality of education, and tackling them requires a comprehensive strategy focusing on motivation, support, accountability, and professional development. Uganda’s efforts to improve teacher welfare provide an example of proactive measures aimed at enhancing teacher morale and, consequently, the quality of education. In conclusion, addressing global challenges in teacher performance requires a concerted effort to ensure that the future of education is shaped by high-performing educators in every corner of the world.

CITE AS: Johnson Abakunda, Ugwu Jovita Nnenna, Kule Jerald, Turyamureeba Silaji and Kamami Wilson (2023). Navigating Global Challenges in Teacher Performance: Strategies and Implications. INOSR ARTS AND HUMANITIES 9(2): 1-9.