The main objective of this study is to examine the influence of school working environment on teachers’ job performance in government aided secondary schools in Kampala Capital City, Uganda. The specific objectives were; i) To examine the influence of school infrastructure on teachers’ job performance, ii) To examine the influence of administrative support on teachers’ job performance, and iii) To examine the influence of professional development opportunities on teachers’ job performance in selected government aided secondary schools in Kampala Capital City, Uganda. A cross-sectional research design was adopted. A sample consisting 75 responders (teachers) was selected from five schools in Kampala Capital City. Descriptive analysis as well as simple linear regression analysis methods were engaged in assessing the quantitative data generated. It was found that school infrastructure strong positively and significantly influences teachers’ job performance in selected government aided secondary schools in Kampala Capital City, Uganda. In addition, it was found that administrative support strong positively and significantly influences teachers’ job performance in selected government aided secondary schools in Kampala Capital City, Uganda. Further, it was found that professional development opportunities moderate positively and significantly influence teachers’ job performance in selected government aided secondary schools in Kampala Capital City, Uganda. Conclusively, school working environment meaningfully influences teachers’ job performance in selected government aided secondary schools in Kampala Capital City, Uganda in that an increment in school infrastructure, administrative support, and professional development opportunities resultantly would lead to enhanced teachers’ job performance in selected government aided secondary schools in Kampala Capital City, Uganda. This study recommends school leaders to provide clear expectations, feedback, and recognition for teachers’ efforts as well as involve teachers in decision-making processes, especially those that affect curriculum, policies, and workload as these would directly impact teachers’ job performance in government aided secondary schools in Kampala Capital City, Uganda.

Ssebuggwawo Yusufu, Ssali Muhammadi Bisaso, Nabukeera Madinah, Matovu Musa, "School Working Environment and Teachers’ Job Performance in Selected Government Aided Secondary Schools in Kampala Capital City, Uganda" International Journal of Advance Research in Science, Management, Engineering and Technology, V1(4): Page(33-42) September - October 2026. ISSN: 3139-1141. www.ijarsmet.com. Published by Scientific and Academic Research Publishing.