Teachers’ Working Conditions and Quality of Learning in Selected Upe Schools in Masaka Municipality, Uganda
Abstract
Quality learning is a desirable aspect for every stakeholder in any education institution. Consequently, this study investigated whether teachers’ working conditions affect the quality of learning in selected UPE schools in Masaka Municipality, Uganda. Specifically, the study sought to find out the influence of teacher’s workload on the assessment of teaching and learning, the influence of the teacher’s compensation on the assessment of teaching and learning and the influence of involving teachers in school decision making on classroom environment and management. A cross-sectional descriptive research design with aspects of correlation design was adopted where a total sample of 106 respondents including teachers and head teachers were consulted. The primary data was collected using questionnaires for teachers and structured interview guides for head teachers. Focus group discussions of 3 to 5 respondents were also held with teachers during the course of the study. The researcher also conducted a bi-variate analysis using the Pearson Chi-square and correlation in order to examine the relationships between variables. The study revealed that teachers’ workload and teachers’ involvement in school decision making as part of teachers’ working conditions influence the quality of learning while teachers’ compensation has no significant relationship with the quality of learning. The study recommended that: administrators should ensure that teachers have manageable workload so as to become more effective and efficient in their respective classes for quality learning, administrators should ensure that teachers use adequate instructional materials for all the learners during the teaching learning process, and administrators should dwell much on teachers’ workload and involving teachers in school decision making in order to enhance quality learning rather than teachers’ compensation.
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