Research Output Journal of Education 4(1):11-19, 2024

ROJE Publications PRINT ISSN: 1115-6139

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https://doi.org/10.59298/ROJE/2024/411119

The Impact of School Meal Provision on Teachers'

Performance and Students' Academic Achievement in
Sheema Municipality, Uganda
1
Turyamureeba Silaji, 1Kaganda Latif, 1Zulaihatu Lawal Bagiwa, 2Tukur Muhammad and
3,*
Val Hyginus Udoka Eze
1
Department of Educational Foundations, Kampala International University, Uganda
2
Department of Science Education, Kampala International University, Western Campus, Uganda
3
Department of Publication and Extension, Kampala International University, Uganda

*Corresponding Author: Val Hyginus Udoka Eze, [email protected], Kampala International

University, Western Campus, Ishaka, Uganda (ORCID: 0000-0002-6764-1721)

ABSTRACT
This study examines the impact of meal provision on both student academic performance and teacher welfare in
public secondary schools in Sheema Municipality, Uganda. Grounded in motivational theories such as Herzberg’s
Motivator-Hygiene Theory, Expectancy-Value Theories, and Maslow’s Hierarchy of Needs, the research highlights
the critical role of proper nutrition in supporting cognitive development and student concentration. Additionally,
the study explores the effects of meal provision on teacher motivation and performance, finding that the availability
of meals contributes significantly to teacher well-being and job satisfaction, which in turn enhances educational
outcomes. The research employs a mixed-methods approach, utilizing both qualitative and quantitative data from
eight schools. Key findings indicate that schools face challenges in consistently providing nutritious meals due to
financial constraints, exacerbating educational inequalities. A mean value of 4.3 on a 5-point Likert scale indicates
broad agreement on the positive influence of meal provision on teacher welfare and student performance. The study
recommends policy changes aimed at improving school meal programs by addressing financial and logistical
barriers. These interventions are vital for promoting enhanced academic outcomes and the overall well-being of
students and teachers in Sheema Municipality.
Keywords: School meal provision, Teacher welfare, Academic performance, Nutrition in education, Sheema
Municipality, Uganda

INTRODUCTION
Providing school meals has gained increasing recognition as a fundamental factor influencing students' academic
performance, particularly in developing regions [1, 2]. In public secondary schools, such as those within Sheema
Municipality, Uganda, access to proper nutrition through school meals is essential for supporting students’ cognitive
development, concentration, and overall well-being. These factors are not only crucial for students’ physical health
but also directly impact their ability to engage in learning activities and achieve academic success. Proper nutrition
has been linked to improved memory, attention, and problem-solving skills abilities that are critical to academic
performance. However, many public schools in Sheema Municipality face significant challenges in consistently
providing nutritious meals to students. These challenges are often rooted in limited financial resources,
infrastructure, and logistical barriers, which contribute to inadequate or inconsistent meal provision [3-5]. Such
disparities in access to quality meals can exacerbate educational inequalities, leaving students from vulnerable
backgrounds at a greater disadvantage. This is particularly concerning in regions where students' home
environments may also lack reliable access to food, making school meals a primary source of nutrition. This research
is grounded in three foundational motivational theories, Herzberg’s Motivator-Hygiene Theory, Expectancy-Value
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Theories, and Maslow's Hierarchy of Needs [6]. These frameworks provide a comprehensive lens through which
to examine the influence of welfare provisions such as housing, meal provision, and medical insurance on teachers'
performance and the subsequent impact on student achievement. Herzberg’s Motivator-Hygiene Theory offers
valuable insights into how the provision of housing affects teachers' job satisfaction and performance [6]. According
to Herzberg, motivators like recognition, achievement, and personal growth drive job satisfaction, while hygiene
factors such as working conditions, pay, and housing prevent dissatisfaction. Adequate housing for teachers serves
as a crucial hygiene factor it ensures their basic needs are met, reducing stress and enabling them to focus on Page | 12
teaching. While housing alone may not directly inspire higher performance, its absence can lead to dissatisfaction
and distraction, negatively affecting teachers' ability to deliver quality education. The theory underscores the
importance of creating a stable environment where teachers' fundamental needs are addressed, thereby facilitating
a higher level of engagement in their professional roles. The Expectancy-Value Theories, initially developed by [7,
8] and later refined by [9,10] are central to understanding how meal provision influences teacher motivation and
performance. These theories suggest that individuals are motivated by their belief in the likelihood of success
(expectancy) and the value they place on achieving a goal (value). In the context of teaching, meal provision acts as
an external factor that increases the perceived value of the profession by addressing a critical need for nourishment
and well-being. Teachers who feel supported by meal programs are more likely to view their work as both rewarding
and feasible, enhancing their intrinsic motivation. The Achievement Motivation Theory by [10] further elaborates
that the perceived value of a task directly influences motivation, and when the value is high such as when teachers
receive meals their drive to perform well intensifies. Modern interpretations of the theory suggest that expectancy
and value beliefs work synergistically to predict performance, positioning meal provision as an essential factor in
motivating teachers to excel. Maslow's Hierarchy of Needs provides another layer of analysis by examining how
medical insurance affects teachers' performance. Maslow's theory postulates that individuals must fulfil lower-level
physiological and safety needs before they can focus on higher-level psychological and self-actualization needs [11].
In the teaching profession, the provision of medical insurance satisfies these essential physiological and safety
requirements, allowing teachers to prioritize their personal and professional growth. When teachers' basic needs,
such as health security, are met, they can focus on fulfilling their higher-order needs, including achieving
professional excellence and contributing meaningfully to their students' education. This theory reinforces the
argument that addressing teachers' welfare needs directly impacts their ability to perform at their best, leading to
improved educational outcomes. Empirical studies further substantiate the link between teacher welfare and
performance, highlighting the tangible benefits of welfare programs in educational settings [12-15]. The researcher
in [16,13] found that providing meals to teachers in public primary schools in Uganda’s Bugisu sub-region
significantly enhanced their performance, contributing to improved teaching quality. Similarly, [17] demonstrated
a positive correlation between the quality of food provided to teachers and increased teacher involvement and student
engagement in learning in public primary schools in Arusha, Tanzania. In another study, in [18] identified a strong
relationship between teacher welfare, particularly meal provision, and improved teacher performance in
government-aided schools in Rubanda District, Uganda. These findings underscore the critical role that meal
programs and other welfare provisions play in enhancing teacher performance and, by extension, student academic
outcomes. The empirical and theoretical evidence emphasizes the profound impact of welfare programs on both
teachers' and students' performance. By ensuring that teachers’ basic needs such as housing, nutrition, and medical
care are met, educational institutions create an environment in which teachers can focus on delivering high-quality
instruction, ultimately fostering better academic outcomes for students [14]. Therefore, policies that prioritize and
enhance teacher welfare are not just beneficial for teachers but are crucial for creating equitable and effective
educational systems that support academic excellence. This study seeks to examine the relationship between the
provision of school meals and students' academic performance in public secondary schools within Sheema
Municipality. By exploring this relationship, the research aims to provide evidence on how nutritional support can
enhance learning outcomes and close educational gaps. Furthermore, the study intends to contribute to the broader
policy discourse on the importance of comprehensive school meal programs as a strategy for fostering both academic
excellence and educational equity. The findings of this research are expected to inform policymakers and
stakeholders on the critical role of nutrition in education and guide the development of policies aimed at improving
school meal programs, thereby supporting students’ academic success in Sheema Municipality and beyond.
METHODOLOGY
This section of the research outlines key elements of the study, including the study area, research design, study
population, sampling techniques, sample size, data collection tools, pre-testing for validity and reliability, data
collection methods, the data analysis plan, and ethical considerations.
Research Approach
This study utilized both qualitative and quantitative approaches to collect, present, and analyze data, ensuring a
comprehensive understanding of the research problem. According to [19], the integration of both methods can
enhance and inform each other, offering insights at different levels of inquiry. The use of these approaches referred to
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as methodological triangulation, strengthened the study's validity and reliability. The qualitative approach was
employed to gather, analyze, and interpret non-numerical data, offering deeper insights into the participants'
perceptions and experiences [20-23]. In contrast, the quantitative approach was applied for the collection, analysis,
and interpretation of statistical data, providing an objective and measurable foundation for the study. By combining
these methods, the researcher was able to capture both the depth and breadth of the research subject.
Research Design
The researcher adopted a correlational research design to explore the relationship between teacher welfare and Page | 13
students' academic performance in Sheema municipality. This design was selected because it allows for the
identification of associations between variables without manipulating them. In addition to the correlational design,
the study employed a cross-sectional research design, which involved collecting data at a single point in time from
various schools within the municipality [21, 22]. This approach was useful in identifying patterns and trends in the
data, providing a snapshot of the current conditions regarding the relationship between teacher welfare and academic
performance.
Target Population
The target population for this study consisted of 570 individuals, purposely selected from eight schools in Sheema
municipality. These participants included the Municipal Education Officer (MEO), Municipal Inspectors of Schools
(MIS), Members of the Board of Governors (BOG), and headteachers. These individuals were selected purposively
because they possessed the necessary knowledge and experience to address the research questions effectively. Their
roles in the educational system made them ideal respondents for providing insights into how teacher welfare impacts
students' academic performance. Table 1 presents the distribution of participants by category:
Table 1: Target Population
Population Category Target Population
Municipal Education Officer (MEO) 01

Municipal Inspector of Schools (MIS) 01

Board of Governors (BoG) 96

Head Teachers 08

Teachers 464

Total 570

Source: Primary data

Determination of the Sample Size
The sample size for this investigation was calculated using Slovin's formula (1960), as shown in Equation (1).
𝑁
𝑛 = (1)
1 + 𝑁𝑒 2
Where: N = target population, e = 0.05 level of significance and n = sample size
570
𝑛 = 2 = 235
1+570∗(0.05)
The study's sample comprised 1 Municipal Education Officer (MEO), 1 Municipal Inspector of Schools (MIS), 77
Members of the Board of Governors (BOG), 8 headteachers, and 148 teachers from selected public secondary schools
in Sheema Municipality. The total sample size was derived from respondents chosen exclusively from these
government-aided secondary schools, who were administered questionnaires. Table 2 provides a breakdown of the
respondents by category.

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 Table 2: Sample Size and Population
Population Category Target Population Samples Taken
Municipal Education Officer (MEO) 01 01
Municipal Inspector of Schools (MIS) 01 01
Board of Governors (BoG) 96 39
Head Teachers 08 03 Page | 14
Teachers 464 191
Total 570 235
Source: Primary data (2024)
Sampling Techniques and Procedure
This study employed simple random sampling to select participants from the categories of teachers and members of
the Board of Governors. The researcher achieved this by writing the names of all potential respondents on separate
pieces of paper labeled "YES" and "NO." These papers were then placed into a large container and mixed thoroughly
to ensure randomness. Names were drawn one at a time until the desired number of respondents was reached; those
who drew "YES" were included in the sample. This sampling method was chosen for its objectivity and inclusiveness,
as it provided each respondent with an equal opportunity to participate in the study without any bias. Additionally,
a purposive sampling technique was utilized for selecting headteachers, the Municipal Education Officer (MEO),
and the Municipal Inspector of Schools (MIS). This approach was appropriate because these participants were
deemed to possess significant knowledge about the research topic, thereby providing relevant and in-depth insights.
According to [24], purposive sampling allows researchers to select individuals who are most likely to yield valuable
information pertinent to the study.
Data Collection Methods
A combination of primary and secondary sources was employed to gather data for this study, utilizing various
research tools such as questionnaires, interview checklists, and document inspection checklists.
Questionnaires
Questionnaires served as a crucial tool for collecting data on participants' viewpoints, beliefs, attitudes, and
behaviors. They consisted of a series of questions designed to measure the specific characteristics and behaviors of
respondents [25]. Questionnaires can provide valuable indicators of the existence or likelihood of certain behaviors
and can also be used to explore underlying motivations. They included both structured and unstructured items,
allowing respondents the flexibility to complete them at their convenience, which is especially beneficial given their
potentially busy schedules.
Interview Guide
Given the literacy level of the majority of participants, the researcher developed an interview schedule to ensure
that pertinent questions were posed during interviews. This structured approach aimed to prevent the collection of
irrelevant data and allowed for open discussions with respondents to capture their opinions on various topics.
Document Analysis
Secondary data were gathered through document analysis, involving a review of records from the district's registrar.
This provided additional context and background information relevant to the study.
Data Quality Control
To ensure the credibility of the research, specific criteria focused on reliability and validity were implemented.
Respondent verification was conducted to enhance the credibility of the analysis.
Validity of the Research Instrument
Validity refers to the extent to which an instrument accurately measures what it is intended to measure [26]. The
survey underwent evaluation by colleagues and research supervisors to assess its format, content, clarity, and
relevance to the study objectives, with validation conducted in a typical setting of government-aided secondary
schools. To quantify the accuracy of the instruments, the Content Validity Index (CVI) was computed. This index
measures the proportion of valid items within the instrument. The inter-judge coefficient of validity was calculated
by dividing the number of judges who deemed the instrument valid by the total number of judges, with an average
calculated for the entire instrument [19]. The CVI was computed using the formula: CVI = (Number of valid items
/ Total Number of items). The researcher interpreted the CVI results following [27] guidelines, categorizing
validity levels as follows: 1-0.9 = Excellent (A), 0.70 - 0.79 = Acceptable (B), 0.70 - 0.89 = Good, 0.60 - 0.69 =
Doubtful (E), 0.50 - 0.59 = Poor (F), and 0 to 0.5 = Unacceptable. Additionally, triangulation was employed to
enhance the quality of the results by utilizing multiple data-gathering techniques [19]
Reliability of the Questionnaire
According to [28] a reliable research tool consistently yields the same results across multiple trials. To enhance
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reliability, the questionnaire was carefully designed with straightforward and clearly phrased questions. The
selection of schools and respondents was conducted without bias, and efforts were made to avoid double-barreled,
leading, or assumptive questions. A pilot study was conducted in a school not selected for the actual study but
situated in a comparable setting. This pre-testing allowed the researcher to assess the clarity of the items and the
effectiveness of the instructions. The reliability coefficient, ranging from 0 to 1, was computed, and adjustments to
the questionnaire were made based on pilot study findings. Using [27] scale, the computed reliability coefficient
values were analyzed to ensure consistency. Page | 15
Data Analysis
Data analysis involves systematically reviewing survey data to draw conclusions and identify relationships among
information categories [21, 29]. To achieve methodological triangulation, the researcher employed both
quantitative and qualitative research criteria in the analysis to enhance the study's validity and reliability [19].
Quantitative Data Analysis
Quantitative data were analyzed using descriptive statistics, including frequencies, proportions, means, standard
deviations, and Pearson's correlation coefficient, as well as inferential statistics. Frequencies and percentages were
chosen for their clarity and accessibility, facilitating comprehension of the research findings. Percentages effectively
related subgroups with varying dimensions, while frequencies illustrated the number of respondents within specific
categories [30].
Qualitative Data Analysis
Qualitative data were analyzed thematically whereas data collected from observation checklists and documentation
were interpreted based on the researcher’s insights. To summarize key findings efficiently, the researcher employed
an impressionistic approach, noting recurring themes during interviews regarding housing, meals, medical care,
allowances, and school conditions and their impact on the performance of government secondary school teachers in
Sheema municipality. This method was chosen for its time and cost efficiency. Interviews were meticulously recorded
to identify recurring themes, and the significance of the data was interpreted after thorough sorting and reflection
[19].
Ethical Considerations
To uphold ethical standards, the researcher adhered to several guidelines, including obtaining informed consent
from participants and communicating that their involvement was voluntary and they could withdraw at any time
[31,32]. Participants were also free to skip any questions they found uncomfortable. To protect the identities of
individuals and institutions, the researcher used codes when interpreting data and compiling the final report. The
purpose of the study was thoroughly explained to participants, who were also allowed to ask questions before data
collection commenced. Every respondent was treated equitably, regardless of gender, age, status, or educational
background, in line with accepted social norms. The researcher respected the respondents' cultures, taboos, and
economic conditions to prevent violations of their rights and dignity. Confidentiality was maintained, and all
provided information was limited to academic use. The researcher ensured that principles of privacy, justice,
inclusion, and protection of human dignity were upheld. Study findings were generalized to protect participant
confidentiality and avoid naming specific individuals. A balance was maintained to maximize benefits while
minimizing risks.
RESULTS AND DISCUSSION
This section presents the findings of the study, including the analysis, interpretation, and discussion of the data
collected.
Response Rate
According to [19], the response rate is defined as the proportion of people who answered the questionnaires,
expressed as a percentage of the total sample. It is a critical indicator of the reliability of the data collected. Before
analyzing the data, the researcher calculated the response rate by dividing the number of respondents who completed
the questionnaire by the total number of respondents targeted in each category, and then multiplying the result by
100. The results are summarized in Table 3.
Table 3: Response Rate
Total Number of questionnaires issued Total Number of questionnaires returned Return rate

235 213 90.6%

Source: Primary data, (2024)
Based on the results, a total of 235 questionnaires were distributed, and 213 were returned, yielding an overall
response rate of 90.6%. According to [25] a response rate above 60% is sufficient for drawing valid conclusions. The
high response rate indicates strong participation, which, as [19] noted, enhances the accuracy of survey results.
Therefore, the findings can be considered representative and reliable for analyzing the relationship between teachers'
welfare and performance in public primary schools in Sheema Municipality.
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 Personal Information of the Respondents
This section examines the respondents' gender, experience, marital status, and educational qualifications.
Analyzing these demographic variables ensures the representativeness of the sample. The results are presented in
Table 4, covering the respondents' gender, experience, marital status, and educational qualifications.
Table 4: Personal Information of respondents (n=213)
Item Category Frequency Percentage
gender Females 68 32% Page | 16
Males 145 68.07%
Work experience 1 - 2 years 19 8.92%
(years in service) 3 - 4 years 66 30.9%
4 - 6 years 45 21.1%
Above 6 years 83 38.9%
Marital status Single 67 31.4%
Married 112 52.5%
Divorced 24 11.2%
Separated 10 4.69%
Level of education Certificate 46 21.59%
Diploma 98 46%
Bachelors 55 25.8%
Postgraduate 14 6.5%
Source: Primary data, (2024)
Results in Table 4 show that 145 (68%) of the teachers were male, while 68 (32%) were female, indicating a higher
participation of male teachers in the study. This aligns with [33] findings that most teachers in government-aided
schools in Uganda are male. Additionally, 83 (38.9%) of the teachers had more than 6 years of experience, followed
by 66 (30.9%) with 3-4 years of experience, while only a few had 1-2 years of service. This suggests that many
teachers were well-acquainted with their schools' traditions and management, similar to [34] findings in Bungokho
South, Mbale District, which emphasized the need for younger teachers to improve academic performance.
The data also indicate that 112 (52.5%) of the respondents were married, 67 (31.4%) were single, and 24 (11.3%)
were widowed or divorced, suggesting that many respondents were responsible individuals invested in education.
Teaching, as a profession, demands patience and tolerance due to students' diverse backgrounds, requiring both
parental skills and professional standards in managing educational activities. In terms of educational qualifications,
46 (21.6%) held Certificates, 98 (46%) were Diploma holders, 55 (25.5%) had a Bachelor’s degree, and 14 (6.5%) had
a postgraduate degree. Thus, the majority of respondents held Certificates and Diplomas.

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Table 5: Responses on Meals and Teachers’ Performance in Public Secondary Schools in Sheema
Municipality
Statement SD D U A SA Mean
% % % % %
This school always provides teachers with break tea 12.3 9.6 0.0 39.7 38.4 0.291
This school regularly provides food to teachers at 12.2 6.8 4.1 56.2 20.5 0.200 Page | 17
lunchtime
This school regularly provides evening tea to teachers 41.1 38.4 12.3 0.0 8.2 0.213
Feeding teachers at school makes them healthy 1.4 2.7 1.4 56.2 42.5 0.116
Feeding teachers at school makes them feel comfortable 0 5.5 0 52.1 42.5 0.221
Provision of meals to teachers makes them feel valued 1.4 5.5 1.4 52.1 39.7 0.190
Provision of meals to teachers leads to high teacher morale 0.0 5.5 1.4 69.9 23.3 0.301
Feeding teachers makes them interested in their work at 5.5 0.0 2.7 50.7 41.1 0.021
school
Feeding teachers makes them to attend staff meetings 12.3 20.5 4.1 49.3 13.7 0.211
Feeding teachers enhances actual teaching of pupils 0.0 6.8 1.4 54.8 37.0 0.142
Provision of meals to teachers helps them to have ample 0.0 8.6 0.0 54.8 38.4 0.200
time at school
Provision of meals minimizes teacher absenteeism 9.6 15.1 2.7 47.7 24.9 0.024
Feeding teachers leads to teachers' regular assessment of 1.4 12.3 8.2 58.9 19.2 0.001
the learners
Provision of lunch to teachers enhances time management 0.0 1.4 0.0 30.1 68.5 0.202
for afternoon lessons
Feeding teachers always leads to their management of 20.5 13.7 5.5 45.2 15.1 0.019
learners’ register
Source: Primary data, (2024)
The results in Table 5 reveal that the majority of respondents, 57 (78.1%), agreed that schools consistently provide
teachers with break tea, while 16 (21.9%) disagreed. This suggests that schools offer break tea as a means of boosting
teacher morale. Similarly, 56 (76.7%) of respondents agreed that schools regularly provide lunch, 14 (19.1%)
disagreed, and 13 (4.1%) were undecided, indicating that schools commonly provide lunch for teachers. However,
58 (79.5%) disagreed that schools regularly offer evening tea to teachers, while only 6 (8.2%) agreed and 9 (12.3%)
were undecided, showing that evening tea is not regularly provided. A significant majority, 67 (91.8%), agreed that
feeding teachers contributes to their health, with only 3 (4.1%) disagreeing and 3 (4.1%) undecided. Likewise, 69
(94.6%) agreed that feeding teachers at school makes them feel comfortable, with 4 (5.5%) disagreeing. An
overwhelming majority, 67 (91.8%), also agreed that providing meals makes teachers feel valued, while 5 (6.9%)
disagreed, and 1 (1.4%) was undecided. Similarly, 68 (93.2%) agreed that meals boost teacher morale, with only 4
(5.5%) in disagreement and 1 (1.4%) undecided. Additionally, 67 (91.8%) agreed that feeding teachers increase their
interest in their work, with 4 (5.5%) disagreeing and 2 (2.7%) undecided. Regarding attendance at staff meetings, 46
(63.0%) of respondents agreed that feeding teachers encourage attendance, while 24 (32.8%) disagreed, and 3 (4.1%)
were undecided. Similarly, 67 (91.8%) agreed that feeding enhances actual teaching, with 5 (6.8%) disagreeing and
1 (1.4%) undecided. Additionally, 68 (93.2%) agreed that meals provide teachers with ample time at school, while 5
(6.8%) disagreed. In terms of absenteeism, 53 (72.6%) agreed that meals reduce teacher absenteeism, with 18 (24.7%)
disagreeing and 2 (2.7%) undecided. Furthermore, 57 (78.1%) agreed that feeding teachers leads to regular
assessment of learners, while 10 (13.7%) disagreed, and 6 (8.2%) were undecided. Lastly, 72 (98.6%) agreed that
providing lunch enhances time management for afternoon lessons, with only 1 (1.4%) disagreeing, and 44 (60.3%)
agreed that feeding teachers improves the management of the learners' register, while 25 (34.2%) disagreed.
Findings from interviews with PTA leaders and head teachers highlighted several issues such as teachers generally
do not contribute to their meals; food shortages; lack of parental involvement in meal provision; limited meal
availability; and no provision of evening tea in many schools. Some teachers travel long distances for lunch, affecting
punctuality in afternoon sessions. Interviewees also emphasized that meal provision enhances teacher performance
and that schools are working on establishing gardens to supply food for teachers. PTA leaders are advocating for
parental contributions to teachers' meals and allowances for extra duties. These findings align with [14], who found
that welfare, including meals, significantly improves employee performance, and without such support, workers may
resort to absenteeism to avoid unfavourable conditions. Similarly, [35] emphasized that food is universally
recognized as a fundamental need in schools to enhance teachers' performance. The WHO further highlighted that
providing meals, such as break tea, lunch, and evening tea, not only promotes teachers' physical health but also

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allows them more time for lesson preparation and learner engagement [36]. Finally, this research study revealed
that providing meals to teachers in government-aided secondary schools in Sheema Municipality has a positive
influence on their performance. Schools generally provide breakfast and lunch, but evening tea is not common.
Feeding teachers improves their health, morale, and engagement, enhances their teaching, reduces absenteeism, and
aids in time management for lessons.
CONCLUSION
The provision of school meals in public secondary schools in Sheema Municipality is vital for improving both Page | 18
students' academic performance and teachers' overall welfare. The findings demonstrate that consistent access to
nutritious meals supports cognitive development, concentration, and learning outcomes in students. For teachers,
meal provision enhances morale, reduces absenteeism, and boosts teaching performance by meeting essential
physiological needs. Addressing logistical and financial barriers to effective meal provision is crucial for reducing
educational disparities in the region. These insights should guide policymakers and stakeholders in the development
of sustainable school meal programs, contributing to the academic success and well-being of students and teachers
alike.
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CITE AS: Turyamureeba Silaji, Kaganda Latif, Zulaihatu Lawal Bagiwa, Tukur Muhammad and Val
Hyginus Udoka Eze (2024). The Impact of School Meal Provision on Teachers' Performance and
Students' Academic Achievement in Sheema Municipality, Uganda. Research Output Journal of
Education 4(1):11-19. https://doi.org/10.59298/ROJE/2024/411119

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the
original work is properly cited