Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda

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This link has spurred numerous initiatives to enhance teacher motivation to improve educational outcomes. However, the persistence of poor academic performance in public secondary schools within Kasese District, Uganda, suggests that existing strategies may be insufficient. This disconnect highlights a critical need to investigate the specific dynamics of how teacher job satisfaction influences student performance within this unique rural context. Methodology This study employed a mixed-methods design to explore the relationship between teacher job satisfaction and student academic results. Quantitative data were collected through surveys administered to 229 teachers, enabling statistical analysis. To provide deeper contextual insights, qualitative data were gathered through semi-structured interviews with head teachers and focus group discussions with students. This dual approach allowed for both the measurement of the relationship and an understanding of the underlying factors. Results The quantitative analysis revealed a statistically significant positive correlation between teacher job satisfaction and student academic performance (r=0.299, p=0.020). Consequently, the null hypothesis, which posited no relationship, was rejected. These findings were supported by qualitative data, which indicated that factors such as teacher motivation, working conditions, and school leadership are pivotal in shaping both teacher satisfaction and, subsequently, student learning outcomes. Conclusion The study concludes that teacher job satisfaction is a significant predictor of student academic achievement in Kasese District’s public secondary schools. Recommendations It is recommended that a comprehensive approach be adopted to improve educational performance. Key policy reforms should focus on enhancing teacher motivation through fair compensation, transparent career development pathways, and supportive leadership practices. Further research into other context-specific variables is essential for developing effective, targeted interventions in similar settings. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-849", "name": "Teachers’ Job Satisfaction and Its Influence on Students’ Academic..." } } ] } Home Browse Teachers’ Job Satisfaction and Its Influence on Students’ Academic... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Kule AM, Bagiwa ZL, Muhammad T et al. Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.12688/f1000research.168607.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] Ashirafu Masudi Kule https://orcid.org/0000-0002-3292-1715 1 , Zulaihatu Lawal Bagiwa 2 , Tukur Muhammad 3 , Lucy Aja https://orcid.org/0009-0004-7031-5750 4 , Aquila Modupe Otitoju https://orcid.org/0009-0000-6639-512X 5 , Kule Jerald https://orcid.org/0009-0003-2984-8574 6,7 Ashirafu Masudi Kule https://orcid.org/0000-0002-3292-1715 1 , Zulaihatu Lawal Bagiwa 2 , [...] Tukur Muhammad 3 , Lucy Aja https://orcid.org/0009-0004-7031-5750 4 , Aquila Modupe Otitoju https://orcid.org/0009-0000-6639-512X 5 , Kule Jerald https://orcid.org/0009-0003-2984-8574 6,7 PUBLISHED 02 Sep 2025 Author details Author details 1 Foundations, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 2 Foundations, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 3 Science Education, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 4 Science Education, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 5 Humanities, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 6 Humanities, Banadir University Somalia, Somalia, Somalia 7 Humanities, Ibanda University, Ibanda, Uganda Ashirafu Masudi Kule Roles: Conceptualization, Data Curation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Zulaihatu Lawal Bagiwa Roles: Methodology, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Tukur Muhammad Roles: Formal Analysis, Methodology, Supervision, Validation, Visualization, Writing – Review & Editing Lucy Aja Roles: Methodology, Validation, Writing – Review & Editing Aquila Modupe Otitoju Roles: Formal Analysis, Project Administration, Writing – Review & Editing Kule Jerald Roles: Data Curation, Methodology, Project Administration, Validation, Writing – Original Draft Preparation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS This article is included in the Innovations and best practices in undergraduate education collection. Abstract Background A positive correlation between teacher job satisfaction and student academic achievement is well-established in empirical literature. This link has spurred numerous initiatives to enhance teacher motivation to improve educational outcomes. However, the persistence of poor academic performance in public secondary schools within Kasese District, Uganda, suggests that existing strategies may be insufficient. This disconnect highlights a critical need to investigate the specific dynamics of how teacher job satisfaction influences student performance within this unique rural context. Methodology This study employed a mixed-methods design to explore the relationship between teacher job satisfaction and student academic results. Quantitative data were collected through surveys administered to 229 teachers, enabling statistical analysis. To provide deeper contextual insights, qualitative data were gathered through semi-structured interviews with head teachers and focus group discussions with students. This dual approach allowed for both the measurement of the relationship and an understanding of the underlying factors. Results The quantitative analysis revealed a statistically significant positive correlation between teacher job satisfaction and student academic performance (r=0.299, p=0.020). Consequently, the null hypothesis, which posited no relationship, was rejected. These findings were supported by qualitative data, which indicated that factors such as teacher motivation, working conditions, and school leadership are pivotal in shaping both teacher satisfaction and, subsequently, student learning outcomes. Conclusion The study concludes that teacher job satisfaction is a significant predictor of student academic achievement in Kasese District’s public secondary schools. Recommendations It is recommended that a comprehensive approach be adopted to improve educational performance. Key policy reforms should focus on enhancing teacher motivation through fair compensation, transparent career development pathways, and supportive leadership practices. Further research into other context-specific variables is essential for developing effective, targeted interventions in similar settings. READ ALL READ LESS Keywords Teacher Job Satisfaction, Students’ Academic Performance, Public Secondary Schools, Teacher Commitment, and Social Learning Corresponding Author(s) Ashirafu Masudi Kule ( [email protected] ) Close Corresponding author: Ashirafu Masudi Kule Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Kule AM et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Kule AM, Bagiwa ZL, Muhammad T et al. Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.12688/f1000research.168607.1 ) First published: 02 Sep 2025, 14 :849 ( https://doi.org/10.12688/f1000research.168607.1 ) Latest published: 02 Sep 2025, 14 :849 ( https://doi.org/10.12688/f1000research.168607.1 ) Introduction Teacher job satisfaction has long been recognized as a crucial factor influencing teachers’ loyalty to their schools, the quality of instruction, teacher commitment, and student learning outcomes ( Akgün et al., 2023 ; Tiwari, 2019 ). It pertains to the emotional state of fulfillment that arises from positive perceptions of working conditions for educators ( Abun, Ubasa, Magallanes, Encarnacion, & Ranay, 2021 ). Empirical evidence from around the globe indicates that teachers contribute significantly to higher academic performance when they are satisfied with their roles and committed to their schools. Such teachers tend to invest more in lesson planning, adopt innovative pedagogies, and foster supportive classroom environments, all of which enhance student learning ( Aslamiah, 2019 ; Bello & Oredein, 2022 ). In response to these findings, many countries have taken steps to improve teacher satisfaction by reducing administrative burdens and expanding professional development opportunities. For instance, Sweden’s education system has streamlined paperwork to allow teachers to focus more on core instructional tasks, while the USA has integrated academic and career-technical standards to motivate and satisfy teachers, thereby enhancing their performance ( Manley & Manley, 2022 ; Leal Filho, Viera Trevisan, Dinis, Sivapalan, Wahaj, & Liakh, 2023 ). In Kenya, the implementation of performance appraisal systems aims to enhance teacher productivity and accountability ( Owuonda et al., 2020 ). Similarly, Uganda has adopted measures such as salary enhancements and professional development programs to improve teachers’ welfare, notably in Kasese district, to boost teacher satisfaction and encourage positive contributions to student academic achievement ( Namyalo & Sekiswa, 2024 ; Racheal & Peter, 2023 ). In terms of theoretical grounding, the study draws on two key frameworks: the Theory of Organizational Commitment ( Meyer & Allen, 1997 ) and Bandura’s Social Learning Theory (1977) . The former emphasizes that organizational success relies on employees’ psychological attachment to their institutions, which motivates them to demonstrate higher effort and loyalty. It delineates three dimensions of commitment: affective, continuance, and normative, each shaping different motivational drivers that influence teachers’ willingness to invest effort, support instructional activities, and remain committed due to emotional attachment, perceived costs, or a sense of moral obligation. These dimensions are linked to job satisfaction and organizational support, which in turn influence motivation, retention, and performance factors that are critical to improving student achievement through sustained teacher engagement. Complementing this is Bandura’s Social Learning Theory, which underscores the importance of observational learning, imitation, and modeling in academic contexts. It asserts that students learn behaviors and attitudes by observing teachers, who serve as role models and influence student motivation, discipline, and instructional engagement. Teachers, in turn, adopt instructional practices from school leaders, affecting the quality of teaching and learner outcomes. This bidirectional influence suggests that motivated teachers, supported by organizational commitment, can have a profound impact on student performance through behavioral modeling and reinforcement. The integration of these theories provides a holistic lens to understand how teacher job satisfaction and organizational commitment influence instructional quality and student achievement, addressing a notable gap in previous research that has often studied these issues in isolation or without theoretical integration. Empirical research consistently underscores the positive association between teacher job satisfaction and student achievement across various contexts. Studies in Nigeria, Pakistan, and Tanzania have shown that satisfied teachers tend to produce better academic results, with satisfaction influenced by factors such as pay, working conditions, and school leadership. For example, teacher pay satisfaction has been linked to higher student exam scores in Nigeria ( Adeyanju et al., 2015 ), while quality leadership and organizational satisfaction have been associated with improved student outcomes in Korea and private schools in Pakistan ( Chun et al., 2019 ; Torlak & Kuzey, 2019 ). Furthermore, intrinsic and extrinsic incentives, including career advancement opportunities and salary increases, are recognized as motivating factors that enhance classroom performance and student gains ( Kachhawa et al., 2018 ; Wolomasi et al., 2019 ). Although substantial evidence from various contexts supports the relationship between teacher factors and student outcomes, notable gaps remain in the existing literature, especially within the Ugandan setting. Most previous studies have concentrated on private schools or limited subject areas, with insufficient focus on public secondary schools. Additionally, many of these studies have relied on descriptive methods or narrow correlational approaches. Importantly, no prior research has integrated both the Social Learning Theory and the Organizational Commitment Theory into a comprehensive framework to explore the link between teacher job satisfaction and student academic performance in Kasese. To fill these gaps, this study adopts a cross-sectional, correlational design to investigate these relationships specifically within the Ugandan public secondary school context. The findings are expected to offer valuable, contextually relevant insights with implications for policymakers and educators, especially in education systems facing similar challenges. Despite these initiatives, student academic performance in Kasese remains disappointingly low, an issue underscored by examination reports showing only 6.3% of students achieving first-grade scores in the UACE exams, with a substantial 28% failing altogether, and only 2% progressing to university education after high school ( UNEB, 2023 ; Kibalirwandi, 2023 ). These statistics highlight the need for urgent intervention, as persistent poor performance could lead to increased dropout rates, reduced university progression, low human capital development, and ultimately stunted regional growth. Although existing literature from Nigeria, Pakistan, Tanzania, and other contexts has indicated a correlation between low teacher job satisfaction and poor student performance, there is a notable gap in empirical research specific to Uganda particularly in the public secondary schools of Kasese district ( Adeyanju et al., 2015 ; Ajani, 2018 ; Hassan et al., 2020 ; Iqbal et al., 2016 ; Jackline, 2018 ; Shao, 2021 ). This study aims to fill that gap by exploring the relationship between teacher job satisfaction and student academic performance in Kasese’s public secondary schools, testing the null hypothesis that no significant relationship exists between these variables. Its findings seek to offer context-specific evidence that can inform policymakers, school administrators, and other stakeholders, providing a useful benchmark for similar regions beyond Uganda. The research is particularly significant because most previous inquiries have employed descriptive methods or focused exclusively on private schools, with few using correlational analyses or exploring secondary education comprehensively. Moreover, past studies have often concentrated on specific subjects or levels of education, neglecting the overall picture in public secondary schools. The current research employs a cross-sectional, correlational design to examine these dynamics thoroughly within Kasese district, aiming to produce actionable insights for improving teacher job satisfaction and student academic outcomes. Research objective To examine the relationship between teachers’ job satisfaction and students’ academic performance in public secondary schools in Kasese District. Methodology Research design The study employed a cross-sectional research design, enabling data collection from the sample’s participants at a single point in time ( Wang & Cheng, 2020 ). This approach was chosen for its relative speed and cost-efficiency in implementation. Research approach A mixed-methods approach was adopted, integrating both quantitative and qualitative techniques to gain a comprehensive understanding of the research issue. Quantitative data provided objective, measurable, and widely applicable insights, while qualitative data offered detailed, contextual perspectives. The combination of these methods facilitated a richer analysis, enabled validation through triangulation, and supported a more nuanced interpretation of complex concepts. Overall, the use of mixed methods enhanced the credibility, depth, and robustness of the study’s findings. Target population and sample size The target population of 1,162 respondents was drawn from eight public secondary schools in Kasese District, picking two schools from each of the four constituencies of Bukonzo West, Bukonzo East, Busongora South, and Busongora North. The population consisted of 8 head teachers, 246 teachers, and 908 senior four students. Senior four students were selected because they had spent four years in school and could provide credible information regarding performance. Students below 18 years were excluded. Therefore, the study employed a sample of 289 respondents using Cochran’s formula (1977) from the target population of 1,162 participants. See Table 1 for study population and Table 2 for sample size determination. Table 1. Population distribution table. S/NO School Head teacher Teachers Students Total 1 A 1 34 145 180 2 B 1 26 106 133 3 C 1 28 114 143 4 D 1 27 96 124 5 E 1 32 125 158 6 F 1 33 120 154 7 G 1 32 100 133 8 H 1 34 102 137 Total 8 246 908 1162 Table 2. Sample size computation and distribution. Computation Sample size Sampling strategy School A Stratified Proportionate Technique Head Teacher 1 1 Purposive Sampling Technique Teacher 34 246 × 60 8 Random Sampling Technique Students 154 908 × 221 35 Random Sampling Technique School B Stratified Proportionate Technique Head Teacher 1 1 Purposive Sampling Technique Teacher 26 246 × 60 6 Random Sampling Technique Students 106 908 × 221 26 Random Sampling Technique School C Stratified Proportionate Technique Head Teacher 1 1 Purposive Sampling Technique Teacher 28 246 × 60 7 Random Sampling Technique Students 114 908 × 221 28 Random Sampling Technique School D Stratified Proportionate Technique Head Teacher 1 1 Purposive Sampling Technique Teacher 27 246 × 60 7 Random Sampling Technique Students 96 908 × 221 23 Random Sampling Technique School E Stratified Proportionate Technique Head Teacher 1 1 Purposive Sampling Technique Teacher 32 246 × 60 8 Random Sampling Technique Students 125 908 × 221 31 Random Sampling Technique School F Stratified Proportionate Technique Head Teacher 1 1 Purposive Sampling Technique Teacher 33 246 × 60 8 Random Sampling Technique Students 120 908 × 221 29 Random Sampling Technique School G Stratified Proportionate Technique Head Teacher 1 1 Purposive Sampling Technique Teacher 32 246 × 60 8 Random Sampling Technique Students 100 908 × 221 24 Random Sampling Technique School H Stratified Proportionate Technique Head Teacher 1 1 Purposive Sampling Technique Teacher 34 246 × 60 8 Random Sampling Technique Students 102 908 × 221 25 Random Sampling Technique Total 289 Data collection tools In this study, data were obtained from both primary and secondary sources. Primary data were collected through interviews with head teachers and closed-ended self-administered questionnaires administered to students and teachers. The questionnaire was based on a five-point Likert scale ranging from 1 = Strongly Disagree, 2 = Disagree, 3 = Moderately Agree, 4 = Agree, to 5 = Strongly Agree, with appropriate alternatives provided in each section. Interviewing was guided by an interview guide. Secondary data, on the other hand, were sourced from journals and various open-access databases where pre-existing information was readily available. Primary data provided the most up-to-date and accurate information, while secondary data provided an opportunity for comparison. Validity of quantitative The questionnaire was reviewed and validated by five experts specializing in Education Management and Administration. These experts assessed the instruments for relevance, response consistency, and clarity regarding the study’s objectives. They also examined the items to ensure they aligned with and effectively addressed the research goals. Any necessary corrections suggested by the experts were incorporated into the final version of the questionnaire, particularly in the instructions for data collection. Validity of qualitative data The researchers conducted interviews until the saturation point was reached, when respondents began to repeat their responses in reaction to prompting questions. Additionally, the transcribed data were taken back to the respondents to verify their accuracy. If the participants confirmed that the transcripts accurately reflected their statements, the data were considered valid. In cases where discrepancies were identified, the data were reviewed, and necessary corrections were made. Reliability of quantitative data A pilot study was conducted to assess the feasibility of the research instruments, identify potential flaws, refine ambiguous items, and ensure alignment with the research objectives. Following this, reliability was evaluated using Cronbach’s Alpha, a widely accepted statistical measure for estimating the internal consistency and reliability of the instrument ( Baker, 2020 ). An alpha coefficient of 0.84 was obtained, indicating a strong internal consistency, which suggests that the data collected through the instrument are reliable and can be confidently generalized to the target population. This approach to reliability testing enhances the credibility of the findings and demonstrates the robustness of the research instrument used in the study. Reliability of qualitative data After transcribing the data, the researcher identified the main ideas and then employed thematic analysis to systematically code and categorize the data. To ensure the reliability of the coding process, the identified themes and subthemes were independently reviewed and scored by an interrater. An interrater reliability test was conducted to assess the consistency of theme and subtheme generation between raters. A reliability index of 0.70 or higher was considered acceptable, indicating a satisfactory level of agreement and consistency in the coding process, thus supporting the validity of the qualitative analysis for the research objectives. Methods of data collection For the collection of quantitative data, a structured questionnaire was employed to gather information from participants regarding teachers’ attitudes towards job satisfaction and their influence on students’ academic performance in public secondary schools within Kasese district. The use of questionnaires was justified by their efficiency in collecting data from a large sample, enabling the straightforward statistical analysis of responses to identify patterns, trends, and correlations. Additionally, this approach is cost-effective and time-efficient, making it particularly suitable for capturing a broad perspective on the research variables and facilitating a comprehensive understanding of the phenomena under investigation. To obtain qualitative insights, semi-structured interviews with head teachers and focus group discussions with students were conducted. The interviews were designed as one-on-one sessions, allowing participants to express their views, experiences, and perceptions in their own words, with responses recorded and later transcribed for thematic analysis. Focus group discussions provided a platform for moderated, interactive conversations among groups of students, encouraging the exchange of diverse perspectives and collective insights. Both qualitative methods yielded rich, detailed data that were analyzed thematically to explore deeper meanings and contextual factors relevant to the research objectives. Methods of data analysis This study was conducted in eight public secondary schools in Kasese District, with the distribution of head teachers, teachers, and students across schools summarized in Table 1 . A stratified sampling strategy allocated the sample across respondent groups and schools, and sample size computation and allocation by stratum are shown in Table 2 . Data collection involved questionnaires administered to teachers and students, alongside semi-structured interviews and focus group discussions with head teachers and students; achieved sample sizes and response rates by group are presented in Table 3 . Quantitative data were analyzed in IBM SPSS Statistics version 25.0 using both descriptive and inferential techniques: results were produced at a significance level of 0.05, descriptive findings were displayed in frequency distribution tables, and inferential analyses employed the Pearson product–moment correlation coefficient and multiple regression to determine the strength of linear relationships and the extent to which independent variables contributed to variation in the dependent variable. Qualitative data were analyzed thematically: audio recordings were transcribed verbatim; transcripts were coded and categorized according to the study’s objectives and emerging themes; accuracy and validity were enhanced through respondent verification (member checking) with discrepancies reviewed and corrected; and interrater reliability was examined by involving multiple reviewers to confirm consistency in the development of themes and sub-themes aligned with the study’s aims. Table 3. Response rate. Participants Sample size Actual (retrieved) Response Rate % Teachers 60 60 100 Headteachers 8 8 100 Students 221 169 76 Total 289 237 82 Results and analysis The findings of the study are discussed below: Response rate Initially, the study was planned to collect data from 289 respondents that were 60 teachers for the questionnaire survey, 221 students for the focus group discussion, and 8 head teachers for interviews. However, complete data for both qualitative and quantitative were 237 respondents who included 169 students, 60 teachers, and 8 head teachers, as summarized in Table 3 below. This high response rate suggests that the data collected is reliable and adequately represents the perspectives of teachers, Headteachers, and students regarding teachers’ job satisfaction and students’ academic performance in public secondary schools in Kasese, Uganda. Therefore, the findings derived from these responses provide a strong basis for analyzing the study’s objectives and drawing meaningful conclusions. See Table 3 . Background characteristics The background information of teachers in selected public secondary schools in Kasese District provides essential insights into their demographic characteristics and professional experiences, which are fundamental in understanding their perspectives on job satisfaction and academic performance. The data on the background characteristics of respondents are given in Table 4 below. Table 4 indicates that most teachers (41.7%) were aged 30-39, followed by those aged 40-49 (36.7%). Fewer were aged 20-29 (10.0%) and 50+ (11.7%). The majority of the teachers were female (56.7%), with males only 43.3%. Regarding experience, most teachers were 16-20 years (31.7%), while others had 6-10 years (21.7%) or over 20 years (21.7%). The majority (78.3%) taught in grant-aided schools, while 21.7% were in seed schools. The distribution of teaching subjects shows 31.7% were in basic sciences, 21.7% in humanities, 15.0% in languages, and 3.3% in vocational studies. Table 4. Respondents’ background characteristics of teachers. Categories Descriptive Mean; χ Age 20-29 years. N = 6 (10.0%) 30-39 yrs. N = 25 (41.7%) 40-49 years N = 22 (36.7%) 50 ≥ N = 7 (11.7%) 2.5 Gender Male N = 26 (43.3%) Female N34 (56.7%) 1.56 Experience 6-10 years N19 (21.7%) 11-15 years. N09 (14.7%) 16-20 years N19 (31.7%) 21 & above N13 (21.7%) 1.56 School Type Grant-aided N47 (78.3%) Seed/community N13 (21.7%) 1.2116 Current Teaching Subject Basic Science N19 (31.7%) Humanities N13 (21.7%) Languages N17 (15.0%) Vocational studies N2 (3.3%) 2.700 The background statistics provide essential context for understanding how teachers’ job satisfaction influences academic performance in public secondary schools in Kasese District. For example, the predominance of teachers aged 30-39 suggests a relatively young and energetic workforce, which may be more adaptable to innovative leadership approaches, while the varying years of experience suggest differing levels of satisfaction and responsiveness to motivation interventions. The dominance of basic science teachers indicates potential leadership focus on STEM-related academic improvements, which may depict the recent intervention to attract more scientists through the enhancement of their salaries to improve their job satisfaction. Lastly, the distribution of background characteristics reflects a diverse representation of teachers across various age groups, experience levels, and subject areas. This diversity ensures a well-rounded collection of perspectives, which enhances the reliability of the findings since it is an incorporation of insights from educators with different professional backgrounds and experiences. These factors shape how leadership influences teacher motivation, satisfaction, instructional quality, and ultimately, student performance. See Table 4 . Results for descriptive statistics on teachers’ job performance Descriptive statistics offered valuable context by illustrating teachers’ perceptions regarding their job performance and academic performance, facilitating the subsequent inferential analysis. The assessment of job performance was conducted using 13 different items, each rated on a five-point scale from 1 to 5 (where 1 = Strongly Disagree, 2 = Disagree, 3 = Moderately Agree, 4 = Agree, and 5 = Strongly Agree). The results for these items are summarized in Table 5 below. Table 5. Descriptive statistics of teachers’ views on job satisfaction and students’ academic performance. Statement (1) SD (2) DA (3) MA (4) A (5) SA (χ) Mean St.dv’t TC01 I am satisfied with my current salary N = 8 13.3% N = 15 15.0% N = 11 18.3% N = 21 35.0% N = 11 18.3% 3.300 1.3059 TC02 My salary is adequate to meet my basic needs N = 1 1.7% N = 25 41.7% N = 11 18.3% N = 7 11.7% N = 16 26.7% 3.200 1.2876 TC03 My salary is competitive compared to others … N = 17 28.3% N = 15 25.0% N = 5 8.3% N = 9 15.0% N = 14 23.3% 2.800 1.5759 TC04 I feel that my salary reflects my contributions to the school N = 11 18.3% N = 12 20.0% N = 10 16.7% N = 13 21.7% N = 14 23.3% 3.1107 1.4507 TC05 I believe there is a clear and fair promotion in place N = 5 8.3% N = 13 21.7% N = 11 18.3% N = 17 28.3% N = 14 23.3% 3.3667 1.2208 TC06 I feel that promotions are based on merit and performance N = 1 1.7% N = 15 25.0% N = 8 13.3% N = 17 28.3% N = 19 31.7% 3.633 1.3523 TC07 I have adequate opportunities for PD to enhance my career N = 11 18.3% N = 4 6.7% N = 13 21.7% N = 21 35.0% N = 11 18.3% 3.285 1.0762 TC08 I’m satisfied with the recognition and rewards I receive for my work N = 2 3.3% N = 4 6.7% N = 16 26.7% N = 18 30.0% N = 20 33.3% 3.85 1.040 TC09 Non-promotion of teachers positively influences classroom civility and encourages teachers to accept and work towards improving N = 16 26.7% N = 6 10.0% N = 10 16.7% N = 15 25.% N = 13 23.5% 3.050 1.5229 TC10 Teachers’ commitment is influenced by their overall job satisfaction and working conditions N = 4 6.7% N = 21 35.7% N = 8 13.3% N = 14 23.3% N = 13 21.7% 3.1833 1.3082 TC11 Teachers are satisfied with their overall work environment N = 4 6.7% N = 13 21.7% N = 5 8.3% N = 16 26.7% N = 22 36.7% 3.65 1.358 TC12 Teachers feel that their contributions are valued and recognized by the school admin N = 7 11.7% N = 17 28.3% N = 6 10.0% N = 2 3.3% N = 28 46.7% 3.4 1.594 TC13 The salary and benefits teachers receive are fair and meet their expectations N = 5 8.8% N = 6 10.0% N = 18 30.0% N = 10 16.7% N = 21 35.0% 3.60 1.297 Pooled mean N = 7 11.7% N = 12.420.6% N = 9 15.6% N = 15.2 25.3% N = 15.5 25.9% 3.57 1.489 Overall, teachers’ job satisfaction hovered around a neutral to slightly positive level, with a pooled mean score of 3.57. Responses ranged from disagreement to strong agreement. For instance, satisfaction with salary (TC01) had an average of 3.30, with 53.3% of teachers agreeing or strongly agreeing that they were satisfied with their pay, although 28.3% expressed dissatisfaction. The perception of salary adequacy for basic needs (TC02) scored a mean of 3.20, with 38.4% agreement contrasted by 43.4% disagreement. The perception of pay competitiveness (TC03) was relatively low, with a mean of 2.80; over half (53.3%) disagreed that their salaries match those of their peers. Belief that pay appropriately reflects individual contribution (TC04) was slightly above neutral, with a mean of 3.11, showing mixed views; 38.3% agreed, while an equal percentage disagreed. Promotion opportunities and recognition received more favorable ratings: 51.6% agreed that promotions are fair (TC05, mean 3.37), 60.0% felt that advancement is merit-based (TC06, mean 3.63), and 63.3% expressed satisfaction with recognition and rewards (TC08, mean 3.85). Opportunities for professional development (TC07) garnered an average of 3.29, with a 53.3% agreement rate. Working conditions (TC11) and perceived fairness of benefits (TC13) also received majority support, with mean scores of 3.65 and 3.60, respectively. In contrast, statements related to the links between non-promotion and civility (TC09, mean 3.05), as well as overall job commitment (TC10, mean 3.18), showed less consensus among teachers, reflected in larger standard deviations, which indicated diverse experiences across the sample. Among the 13 items, the mean scores ranged from a low of 2.80 for salary competitiveness (TC03) to a high of 3.85 for recognition and rewards (TC08). The overall average score of 3.57 suggests a moderate level of job satisfaction among teachers. Variability in responses was captured by standard deviations, which ranged from 1.04 (TC08) up to 1.59 (fairness of benefits, TC12). Items related to pay competitiveness, promotion fairness, and non-monetary rewards tended to have more dispersed responses, indicating diverse experiences, while areas such as recognition (TC08) and professional development (TC07, SD = 1.07) showed greater consensus. In summary, teachers generally feel supported in aspects like merit-based promotion and recognition, but many remain divided over the adequacy and competitiveness of their salaries, possibly reflecting discrepancies between salary levels for humanities and science teachers, the latter of whom earn considerably more. These quantitative findings are corroborated by insights from focus group discussions and interviews, where responses largely align with those summarized in Table 5 . Descriptive statistics for students’ academic performance The results related to students’ academic performance are summarized in Table 6 , which presents data using frequencies, percentages, means, and standard deviations. Across all eleven items, a significant majority of teachers expressed agreement or strong agreement that their job satisfaction positively influences student performance. Agreement levels ranged from 73.8% to 92.7%, with mean scores falling between 4.03 and 4.37. For instance, item SA01 had 82.3% agreement (mean 4.10), SA02 88.2% (4.15), SA03 89.7% (4.35), SA04 92.7% (4.25), SA05 79.4% (4.30), SA06 89.7% (4.30), SA07 80.9% (4.37), SA08 89.7% (4.22), SA09 82.4% (4.32), SA10 80.9% (4.03), and SA11 73.8% (4.25). The standard deviations, consistently below 1.2 and frequently under 1.0, suggest a strong consensus among teachers. Notably, teachers rated their own engagement and professional development impacts highly, with means of 4.35 and 4.36, respectively. The connection between school facilities and student performance also received robust ratings, averaging 4.25. These findings reinforce the perception that in Kasese’s public secondary schools, factors such as motivation, support, leadership, and skills acquired through training, which contribute to teacher job satisfaction, are seen as key drivers in enhancing students’ academic outcomes. Table 6. Descriptive statistics of students’ academic performance. # Statement (1) SD (2) DA (3) N (4) A (5) SA (χ) Mean St.dv’t SA01 Students perform better academically when teachers are highly committed N = 6 8.8% N = 1 1.5% N = 5 7.4% N = 26 38.2% N = 33 44.1% 4.1000 1.1676 SA02 Teachers’ commitment positively influences students’ motivation to learn and excel N = 6 8.8% N = 1 1.5% N = 1 1.5% N = 30 44.1% N = 30 44.1% 4.1500 1.1394 SA03 There is a noticeable improvement in students’ academic results when teachers are more engaged and supportive N = 1 1.5% N = 1 1.5% N = 5 7.4% N = 28 41.2% N = 33 48.5% 4.3500 0.81978 SA04 The quality of students’ academic performance is linked to the availability of school facilities like computers. lab, and library N = 2 2.9% N = 1 1.5% N = 2 2.9% N = 35 51.5% N = 28 41.2% 4.2500 0.87576 SA05 Teachers’ commitment has a significant impact on students’ overall academic achievement N = 2 2.9% N = 1 1.5% N = 5 7.4% N = 26 38.2% N = 34 41.2% 4.3000 0.92608 SA06 Positive school leadership contributes to a more effective teaching environment, which can lead to better students’ academic performance N = 1 1.5% N = 00 00% N = 6 8.8% N = 22 39.7% N = 34 50% 4.3000 0.92608 SA07 Enhanced teacher commitment due to professional development positively affects students’ academic performance N = 1 1.5% N = 1 1.5% N = 12 17.6% N = 27 39.7% N = 28 41.2% 4.3663 0.783041 SA08 Teachers’ efficiency and commitment lead to better students’ academic performance N = 00 00% N = 1 1.5% N = 10 14.7% N = 27 39.7% N = 34 50% 4.2163 0.78321 SA09 Professional development for teachers contributes to improved academic outcomes for students N = 00 00% N = 1 1.5% N = 11 16.2% N = 31 45.6% N = 25 36.8% 4.3163 0.78312 SA10 Students’ performance shows significant improvement when teachers apply strategies learnt N = 00 00% N = 5 7.4% N = 8 11.8% N = 32 47.1% N = 23 33.8% 4.0333 0.98577 SA11 The commitment of teachers fostered through professional development leads to higher levels of students’ achievement N = 0 00% N = 5 7.4% N = 6 8.8% N = 31 45.6% N = 26 28.2% 4.2500 0.98082 Pooled mean N = 1.6 2.7% N = 1.7 2.8% N = 4.6 7.7% N = 24 40% N = 28.4 47.3% 4.2560 0.846811 Inferential statistics The inferential analysis involved an overall evaluation of the model through model summary statistics, significance testing via ANOVA, and an examination of regression coefficients to understand the impact of the predictor variable. Model summary This section discusses the results of the regression analysis, focusing on several key statistics: the correlation coefficient (R), the coefficient of determination (R 2 ), the adjusted R 2 , and the proportion of variance in students’ academic performance explained by teachers’ job performance. Additionally, it includes the standard error of the estimate, which indicates the average difference between observed data points and the model’s predicted values. According to Table 7 , the analysis identified a modest positive relationship between the independent variable (teacher commitment) and the dependent variable (students’ academic performance), with a correlation coefficient of R = 0.299. The model explained approximately 9% of the variability in student performance, as indicated by the R 2 value of 0.090. After adjusting for the model’s complexity, the adjusted R 2 was 0.074, reflecting a slight correction. The standard error of the estimate was 0.674, meaning that, on average, the actual student performance scores deviate from the predicted scores by about 0.674 points on the performance scale. A lower standard error would suggest a better fit, with predictions more closely matching actual observations. Table 7. Summary of the regression model for teachers’ job satisfaction and students’ academic performance. Model R R square Adjusted R square Std. error of the estimate 1 .299 a .090 .074 .67372 a Predictors: (Constant), VAR00068. The statistical output also indicated that the model is significant (p = 0.020), signifying that teacher commitment significantly predicts student performance. The model explains a small portion of the total variance (2.591 out of 28.917), leaving most variability unexplained (residual = 26.326). The F-value of 5.71 suggests the model’s predictive power is better than a model with no predictors, indicating the relationship is meaningful. Further, the regression coefficients revealed that the predictor variable (VAR00068, representing teacher commitment) makes a significant contribution to predicting student performance. The unstandardized coefficient (B = 0.241, p = 0.020) indicates that a one-unit increase in teacher commitment corresponds to an approximate 0.241 increase in student performance, assuming other variables are constant. The standardized coefficient (β = .299) reflects a moderate positive relationship, and the t-value of 2.389 with a p-value less than 0.05 confirms the significance of this predictor. The intercept (B = 3.449) suggests that when teacher commitment is zero, the expected student performance score is 3.449. Summary In conclusion, there is a positive but relatively weak relationship between teacher commitment and student grades (R = 0.299), with commitment explaining only around 9% of the variance in student performance (R 2 = 0.090; adjusted R 2 = 0.074). The average prediction error of the model is approximately 0.67 points, indicating that the model’s predictions could be off by about two-thirds of a grade. Despite this, the F-statistic of 5.71 highlights that the relationship is statistically significant. Essentially, engaged and committed teachers do contribute to improved student performance, but a large portion of the variation in academic success is influenced by other factors such as resources, motivation, and family support, which are not captured by this model. Based on these findings, the null hypothesis stating that no relationship exists between teachers’ job satisfaction and student academic performance was rejected, affirming that a significant association is present in Kasese’s public secondary schools. Qualitative findings The qualitative findings were in agreement with the quantitative results. Interviews with Headteachers reveal that respondents generally hold a strong and positive perception of the influence of teachers’ job satisfaction on students’ academic performance. Many acknowledged that when job satisfaction is low, teachers’ commitment and student academic performance tend to decrease, but when teachers are motivated and their satisfaction and commitment levels improve, they increase their effort, and academic performance improves too. For example, Respondent H03 said, “Student performance has been gradually improving … increased teacher commitment …” Another respondent said, “Teachers still go the extra mile to supervise student projects …” adding that this increases efficiency of instruction and motivates students to perform better. However, some head teachers reported facing numerous challenges that hinder their ability to motivate teachers. Similarly, teachers encounter obstacles that diminish their job satisfaction factors, which collectively contribute to poor performance in certain schools. For example, one respondent said, “We face several challenges, including inadequate incentives and motivation for teachers … and frequent teacher transfers.” (Respondent H07), while another said, “Teachers often face these challenges alone, which can be discouraging…” (Respondent H04). Besides, findings from Focus Group Discussions show that students’ voices closely mirror the survey’s overwhelmingly positive scores relating to job satisfaction and academic performance. Students generally express that committed and satisfied teachers increase their motivation, boost their confidence, and encourage them to put in more effort, leading to improved academic performance. Conversely, a lack of teacher investment leads to decreased interest and lower grades. This can be illustrated by some of the students’ responses as below: Most of my teachers are involved in our learning. They give us notes, clarify doubts, and sometimes even offer extra lessons after school. When they do that, I always score higher on tests. (Respondent S03) Another student said: When teachers are committed, I feel more motivated to learn. Their encouragement boosts my confidence and makes me put in more effort. But when they don’t seem invested, I lose interest in the subject, and my grades drop. (Respondent S05) Another student explained that when teachers experience job satisfaction, they tend to be more committed and work harder, which in turn leads to improved performance. The student said: I think my academic performance is closely tied to how committed my teachers are. When teachers put in extra effort, it’s easier for me to perform well. If they don’t engage with us, I struggle more with the subject. (Respondent S01) Discussion The findings from the ANOVA results in Table 8 indicated a statistically significant relationship (p = .020) between teacher job satisfaction and students’ academic achievement. This outcome aligns with the study by Adeyanju et al. (2015) , who found that teacher pay satisfaction significantly improved student examination performance in Nigeria. Similarly, it agrees with the conclusions of Bello and Oredein (2022) , who emphasized that satisfied teachers dedicate more effort to instruction, thereby enhancing student outcomes. In the same vein, the findings are supported by Wolomasi et al. (2019) , who demonstrated that both intrinsic and extrinsic factors of job satisfaction motivate teachers and translate into improved student performance. Table 8. ANOVA b . Source Sum of squares df Mean square F Sig. Regression 2.591 1 2.591 5.71 .020 Residual 26.326 58 .454 Total 28.917 59 a Predictor: (Constant), VAR00068. b Dependent variable: VAR00072. Furthermore, the regression coefficients reported in Table 9 revealed a positive and significant effect of teacher job satisfaction on student performance. This result is consistent with the work of Chun et al. (2019) in Korea and Torlak and Kuzey (2019) in Pakistan, who found that teacher satisfaction and organizational support significantly boosted academic achievement. It also concurs with Aslamiah (2019) , who observed that satisfied teachers are more likely to adopt innovative pedagogical strategies that enhance student learning. Table 9. Coefficient. Predictor B SE β t p Constant 3.449 0.349 — 9.889 .000 VAR00068 0.241 0.101 .299 2.389 .020 a Dependent Variable: VAR00072. However, the effect size obtained in this study (R = .299, R 2 ≈ 0.09) was modest, explaining only about 9% of the variance in student performance. This finding contrasts with stronger associations reported by Iqbal et al. (2016) in Pakistan and Ajani (2018) in Tanzania, where job satisfaction accounted for a higher proportion of the variance in student achievement. It also differs from the conclusions of Shao (2021) , who observed that teacher satisfaction exerts greater influence when it interacts with other variables such as school leadership and professional training. Additionally, the regression model in this study focused solely on job satisfaction, whereas Meyer and Allen (1997) , through the Organizational Commitment Theory, and Bandura (1977) , through the Social Learning Theory, suggest that job satisfaction is most effective when integrated with organizational commitment, leadership, and teacher development. This limitation further contrasts with findings by Owuonda et al. (2020) in Kenya and Racheal and Peter (2023) in Uganda, who highlight that performance appraisals, welfare programs, and school leadership collectively have a greater impact on student achievement than job satisfaction alone. Qualitative findings, Interview and focus group themes reinforced the quantitative results. Head teachers and students emphasized that students’ performance relies on teachers’ motivation, dedication, and morale, with stronger academic results more likely when teachers are motivated and feel valued. Implications: Teachers’ job satisfaction is relevant to both teacher well-being and students’ academic pursuits. While the observed association is modest, evidence from both strands suggests that when teachers feel valued through equitable compensation, meaningful professional development, and recognition, they are more likely to invest the time, energy, and emotional labor needed to support students effectively. Addressing teacher satisfaction alongside other systemic supports may help improve academic outcomes in Kasese District. Conclusion The study examined the relationship between teachers’ job satisfaction and students’ academic achievement in public secondary schools in Kasese District. The null hypothesis posited no association between these variables. Findings indicated a statistically significant, though modest, positive relationship; therefore, the null hypothesis was rejected. A simple linear regression indicated that higher teacher job satisfaction was associated with better student academic outcomes (R = .299, p = .020). Regression coefficients, standard errors, and significance levels analyses indicate a statistically significant, albeit modest, positive association between teachers’ job satisfaction and students’ academic performance. Interview and focus group themes reinforced the quantitative results. Head teachers and students emphasized that students’ performance relies on teachers’ motivation, dedication, and morale, with stronger academic results more likely when teachers are motivated and feel valued. Teachers’ job satisfaction is relevant to both teachers’ well-being and students’ academic pursuits. While the observed association is modest, evidence from both strands suggests that when teachers feel valued through equitable compensation, meaningful professional development, and recognition, they are more likely to invest the time, energy, and emotional labor needed to support students effectively. Addressing teacher satisfaction in tandem with other systemic supports may help improve academic outcomes in Kasese District. Recommendations This study sounds a serious call for policymakers to not only measure performance but also invest in interventions that improve the conditions of teachers to make good performance more feasible and sustainable. Therefore, currently, interventions such as reforming promotion pathways, investing in equitable professional development, and addressing salary disparities, especially between science and humanities teachers, could greatly energize teachers and enhance learning outcomes in ways that standardized tests and examinations alone cannot capture. All said and moving forward, exploring the longitudinal impacts of motivational reforms or expanding the exploration to other districts for comparative insights could be a focus for future researchers. In addition, future research could isolate the influence of leadership, community involvement, or learner readiness to more fully unpack the ecosystem of performance, as this would be greatly valuable. In conclusion, one clear message from this study is that when teachers thrive, students also rise. Declaration of ethics approval After being fully briefed on the objectives of the study, they understood the importance of protecting their privacy and the impact of motivation on secondary school teachers’ job performance: an empirical analysis of output planning, monitoring, and review in Kasese district, Uganda. The study was accepted by Kampala International University’s (Uganda) Research and Ethics Committee (REC), with approval number KIU-2024-376 and under the standards and directives of the National Research Ethics Guidelines, registration number with the UNCST is SS3529ES. Consent to participate To ensure that participant consent was obtained and confidentiality was maintained, all participating head teachers, deputy head teachers, directors of studies, and teachers signed an informed consent form to provide written consent for the study. The informed consent form was signed by each participant, as we verified. Consent to participate after being informed To guarantee that participant consent was obtained and confidentiality was maintained, all participating head teachers, teachers, and students signed an informed consent form to provide their written consent. We verified that the informed consent form was signed by each participant. Authorization for publication All authors of Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda gave their approval for this manuscript to be published. Contributions from the authors The contributions from the authors include Ashirafu Masudi Kule (Corresponding author, work design, data interpretation, manuscript approval, and agreement), Zulaiha Lawal Bagiwa (data analysis, review, approval, and agreement), Tukur Muhammad (review, approval, and agreement), Lucy Aja (reviewing, data analysis, approval, and agreement), Aquila Modupe Otitoju (reviewing, analysis, approval and agreement) and Kule Jerald (reviewing, data analysis, approval, and agreement). Data and material availability The data from the study “Teachers’ commitment and students’ academic performance in public secondary schools in Kasese district, Uganda.” The researchers uploaded the data to the OSF database and made it publicly available at the OSF database repository with the DOI: https://doi.org/10.17605/OSF.IO/DJNV6 ( Kule et al., 2025 ). References Abun D, Ubasa ALA, Magallanes T, et al. : Attitude toward the work and its influence on the Individual work performance of employees: Basis for Attitude Management. Technium Soc. Sci. J. 2021; 18 : 378. Adeyanju HI, Oshinyadi PO, Olusegun PA, et al. : Teachers’ job satisfaction as a correlate of students’ academic achievement in Ogun State Secondary Schools.2015. Ajani OA: Needs for in-service professional development of teachers to improve students’ academic performance in Sub-Saharan Africa. Arts and Social Sciences Journal. 2018; 9 (2): 1–7. Akgün AE, Tatar B, Erdil O, et al. : Development and validation of the organizational nostalgia scale and its relationship with affective commitment and organizational discontinuity. Curr. Psychol. 2023; 42 (32): 28060–28085. Publisher Full Text Aslamiah: Teachers’ organizational commitment in elementary school: A Study in Banjarmasın, Indonesia. Open Psychol. J. 2019; 12 (1): 1–6. 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Publisher Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 02 Sep 2025 ADD YOUR COMMENT Comment Author details Author details 1 Foundations, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 2 Foundations, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 3 Science Education, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 4 Science Education, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 5 Humanities, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 6 Humanities, Banadir University Somalia, Somalia, Somalia 7 Humanities, Ibanda University, Ibanda, Uganda Ashirafu Masudi Kule Roles: Conceptualization, Data Curation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Zulaihatu Lawal Bagiwa Roles: Methodology, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Tukur Muhammad Roles: Formal Analysis, Methodology, Supervision, Validation, Visualization, Writing – Review & Editing Lucy Aja Roles: Methodology, Validation, Writing – Review & Editing Aquila Modupe Otitoju Roles: Formal Analysis, Project Administration, Writing – Review & Editing Kule Jerald Roles: Data Curation, Methodology, Project Administration, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (1) version 1 Published: 02 Sep 2025, 14:849 https://doi.org/10.12688/f1000research.168607.1 Copyright © 2025 Kule AM et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Kule AM, Bagiwa ZL, Muhammad T et al. Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.12688/f1000research.168607.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 02 Sep 2025 Views 0 Cite How to cite this report: Udokang AE. Reviewer Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r442186 ) The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-442186 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 23 Jan 2026 Anietie E Udokang , Statistics, Federal Polytechnic, Offa, Kwara State, Offa, Kwara, Nigeria Approved VIEWS 0 https://doi.org/10.5256/f1000research.185797.r442186 Summary of the paper The paper is a survey carried out to determine the effects of teachers’ job satisfaction on students’ academic performance. A sample size of 289 was arrived at using Cochran’s formula and the teachers and ... Continue reading READ ALL Summary of the paper The paper is a survey carried out to determine the effects of teachers’ job satisfaction on students’ academic performance. A sample size of 289 was arrived at using Cochran’s formula and the teachers and students were randomly selected proportional to the sample size. The methods of data collection used were questionnaire and semi-structured interviews. The study used both descriptive and inferential statistical analysis and applied correlation and regression analysis to establish the relationship between teachers' job satisfaction and students’ academic performance. The results of the analysis revealed a positive relationship. Based on the analysis the study established that there is a significant relationship between teachers’ job performance and students’ academic achievement. Evaluation: The right methodology was applied in this study that covers determining the sample size, the method of data collection and analysis of data. The research report (article) was logically/sequentially presented with the topic capturing its objective. In this study the problem was identified and evidence provided to assist policy makers and stakeholders in education sector. These not withstanding, the areas of weakness were identified such as considering only one factor that influences students' academic performance which led to the weak R squared and others as shown below. Target Population and Sample Size: This section should include how sample sizes of teachers and students were derived from the sample of 289. Tables 1 and 2 should come immediately after this section. Table 2: Sample size computation and distribution: The computation of sample size for students in school A is 154 instead of 145 in Table 1, but the sample size of 35 is correct. Methods of data analysis: Multiple regression is mentioned here while simple regression is used in the analysis. Explain in clear terms how teachers’ job satisfaction and students’ academic performance used in the regression analysis were measured. Also, identify the dependent variable and independent variable in the study. Model summary: For more clarity the unit of measurement of the variables should be used. For instance "student performance score is 3.449%". Citation: The paper requires more current articles of not more than three years from the date of last publication to be cited. Recommendation: Subsequent researches should consider more factors that affect students' academic performance to be able to identify in comparison to their contributions to the performance. The paper by my opinion is approved for indexing after the recommended minor corrections and suggestions. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Statistics, Data Analytics, Educational Research I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Udokang AE. Reviewer Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r442186 ) The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-442186 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Ma H. Reviewer Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r440387 ) The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-440387 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 29 Dec 2025 Haoran Ma , Fujian Normal University, Fuzhou, China Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.185797.r440387 This paper needs revising two major problems. 1. The authors need to clearly articulate the connection between this study and previous research, especially given the abundance of studies on satisfaction and academic achievement. My opinion is that authors ... Continue reading READ ALL This paper needs revising two major problems. 1. The authors need to clearly articulate the connection between this study and previous research, especially given the abundance of studies on satisfaction and academic achievement. My opinion is that authors should not reinvent the wheel unless we have novel insights and knowledge. 2. Literature review section shows weak. I suggest authors to read the current papers to make improvement. Not only the papers, but also the structure of this section. What's the definition of the core variables showing in this manuscript? And what are the dimensions of them? Did the authors use the scale that is with a good reliability? Experts may play a vital role in it, but the more important thing is the data verification. So please give a result of validity and reliability with full information. Overall it's quite hard to believe the result meets the scientific standard. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? No Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Teaching and teacher education. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Ma H. Reviewer Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r440387 ) The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-440387 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Kandemir A. Reviewer Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r440386 ) The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-440386 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 23 Dec 2025 Ayhan Kandemir , Ministry of Education, Bolu, Turkey Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.185797.r440386 The article has a well-chosen topic. However; 1- The relevant literature, especially the current literature, has not been sufficiently reviewed. The introduction and especially the discussion section should be enriched by reviewing the relevant literature. 2- ... Continue reading READ ALL The article has a well-chosen topic. However; 1- The relevant literature, especially the current literature, has not been sufficiently reviewed. The introduction and especially the discussion section should be enriched by reviewing the relevant literature. 2- Some paragraphs include explanations but no references. References must be added to these sections. 3- There are some gaps in information and references in the methods section. These must be corrected. 4- How the qualitative questions were prepared should be made clearer. 5- The references section should be enriched by taking into account studies conducted in recent years. 6- If possible, the number of people in the sample should be increased. Is the work clearly and accurately presented and does it cite the current literature? No Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Kandemir A. Reviewer Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r440386 ) The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-440386 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Maqbool S. Reviewer Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r428439 ) The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-428439 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 12 Nov 2025 Samra Maqbool , Beijing Normal University, Beijing, Beijing, China Not Approved VIEWS 0 https://doi.org/10.5256/f1000research.185797.r428439 The study presents a solid investigation into the relationship between teacher job satisfaction and student academic performance in Kasese District, Uganda, using a mixed-methods approach. While the overall design is sound, there are areas requiring further revision: ... Continue reading READ ALL The study presents a solid investigation into the relationship between teacher job satisfaction and student academic performance in Kasese District, Uganda, using a mixed-methods approach. While the overall design is sound, there are areas requiring further revision: While the sample size is justified, the distribution and methodology for selecting participants from specific constituencies need to be more clearly explained. It would help to detail how the teachers, students, and head teachers from each school were randomly selected to ensure representativeness. The use of regression analysis and ANOVA is appropriate, but the study should better interpret the practical implications of the modest effect size (R = 0.299, R² = 0.090). While statistically significant, the relationship is weak, and the manuscript should address how these findings could influence educational interventions in a practical sense. The qualitative findings are valuable, but they should be integrated more effectively with the quantitative data to provide a more holistic view. The current separation between the two methods can create disconnect in the narrative. The study context (Kasese District) is well-delineated, but more local literature and deeper exploration into regional factors such as resource allocation, local policies, and teacher professional development are necessary to strengthen the analysis. The conclusion needs to better emphasize the multifaceted nature of teacher satisfaction and academic performance. Additional recommendations for targeted interventions based on the findings would be helpful, particularly regarding teacher welfare and leadership practices. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Maqbool S. Reviewer Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r428439 ) The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-428439 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 02 Sep 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 4 Version 1 02 Sep 25 read read read read Samra Maqbool , Beijing Normal University, Beijing, China Ayhan Kandemir , Ministry of Education, Bolu, Turkey Haoran Ma , Fujian Normal University, Fuzhou, China Anietie E Udokang , Federal Polytechnic, Offa, Kwara State, Offa, Nigeria Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Udokang A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 23 Jan 2026 | for Version 1 Anietie E Udokang , Statistics, Federal Polytechnic, Offa, Kwara State, Offa, Kwara, Nigeria 0 Views copyright © 2026 Udokang A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Summary of the paper The paper is a survey carried out to determine the effects of teachers’ job satisfaction on students’ academic performance. A sample size of 289 was arrived at using Cochran’s formula and the teachers and students were randomly selected proportional to the sample size. The methods of data collection used were questionnaire and semi-structured interviews. The study used both descriptive and inferential statistical analysis and applied correlation and regression analysis to establish the relationship between teachers' job satisfaction and students’ academic performance. The results of the analysis revealed a positive relationship. Based on the analysis the study established that there is a significant relationship between teachers’ job performance and students’ academic achievement. Evaluation: The right methodology was applied in this study that covers determining the sample size, the method of data collection and analysis of data. The research report (article) was logically/sequentially presented with the topic capturing its objective. In this study the problem was identified and evidence provided to assist policy makers and stakeholders in education sector. These not withstanding, the areas of weakness were identified such as considering only one factor that influences students' academic performance which led to the weak R squared and others as shown below. Target Population and Sample Size: This section should include how sample sizes of teachers and students were derived from the sample of 289. Tables 1 and 2 should come immediately after this section. Table 2: Sample size computation and distribution: The computation of sample size for students in school A is 154 instead of 145 in Table 1, but the sample size of 35 is correct. Methods of data analysis: Multiple regression is mentioned here while simple regression is used in the analysis. Explain in clear terms how teachers’ job satisfaction and students’ academic performance used in the regression analysis were measured. Also, identify the dependent variable and independent variable in the study. Model summary: For more clarity the unit of measurement of the variables should be used. For instance "student performance score is 3.449%". Citation: The paper requires more current articles of not more than three years from the date of last publication to be cited. Recommendation: Subsequent researches should consider more factors that affect students' academic performance to be able to identify in comparison to their contributions to the performance. The paper by my opinion is approved for indexing after the recommended minor corrections and suggestions. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Statistics, Data Analytics, Educational Research I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Udokang AE. Peer Review Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r442186) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-442186 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Ma H. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 29 Dec 2025 | for Version 1 Haoran Ma , Fujian Normal University, Fuzhou, China 0 Views copyright © 2026 Ma H. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This paper needs revising two major problems. 1. The authors need to clearly articulate the connection between this study and previous research, especially given the abundance of studies on satisfaction and academic achievement. My opinion is that authors should not reinvent the wheel unless we have novel insights and knowledge. 2. Literature review section shows weak. I suggest authors to read the current papers to make improvement. Not only the papers, but also the structure of this section. What's the definition of the core variables showing in this manuscript? And what are the dimensions of them? Did the authors use the scale that is with a good reliability? Experts may play a vital role in it, but the more important thing is the data verification. So please give a result of validity and reliability with full information. Overall it's quite hard to believe the result meets the scientific standard. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? No Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Teaching and teacher education. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Ma H. Peer Review Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r440387) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-440387 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Kandemir A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 23 Dec 2025 | for Version 1 Ayhan Kandemir , Ministry of Education, Bolu, Turkey 0 Views copyright © 2025 Kandemir A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The article has a well-chosen topic. However; 1- The relevant literature, especially the current literature, has not been sufficiently reviewed. The introduction and especially the discussion section should be enriched by reviewing the relevant literature. 2- Some paragraphs include explanations but no references. References must be added to these sections. 3- There are some gaps in information and references in the methods section. These must be corrected. 4- How the qualitative questions were prepared should be made clearer. 5- The references section should be enriched by taking into account studies conducted in recent years. 6- If possible, the number of people in the sample should be increased. Is the work clearly and accurately presented and does it cite the current literature? No Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Kandemir A. Peer Review Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r440386) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-849/v1#referee-response-440386 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Maqbool S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 12 Nov 2025 | for Version 1 Samra Maqbool , Beijing Normal University, Beijing, Beijing, China 0 Views copyright © 2025 Maqbool S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The study presents a solid investigation into the relationship between teacher job satisfaction and student academic performance in Kasese District, Uganda, using a mixed-methods approach. While the overall design is sound, there are areas requiring further revision: While the sample size is justified, the distribution and methodology for selecting participants from specific constituencies need to be more clearly explained. It would help to detail how the teachers, students, and head teachers from each school were randomly selected to ensure representativeness. The use of regression analysis and ANOVA is appropriate, but the study should better interpret the practical implications of the modest effect size (R = 0.299, R² = 0.090). While statistically significant, the relationship is weak, and the manuscript should address how these findings could influence educational interventions in a practical sense. The qualitative findings are valuable, but they should be integrated more effectively with the quantitative data to provide a more holistic view. The current separation between the two methods can create disconnect in the narrative. The study context (Kasese District) is well-delineated, but more local literature and deeper exploration into regional factors such as resource allocation, local policies, and teacher professional development are necessary to strengthen the analysis. The conclusion needs to better emphasize the multifaceted nature of teacher satisfaction and academic performance. Additional recommendations for targeted interventions based on the findings would be helpful, particularly regarding teacher welfare and leadership practices. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (0) Maqbool S. Peer Review Report For: Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda [version 1; peer review: 1 approved, 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :849 ( https://doi.org/10.5256/f1000research.185797.r428439) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. 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