Browsing by Author "David, Kalitani Nsamba"

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    Universal Secondary Education Policy Implementation and Science Teachers’ Turnover in Participating Schools in Kampala Capital City, Uganda
    (Kampala International University, College of Education, Open and Distance Learning, 2014-10) David, Kalitani Nsamba
    This study is about science teacher turnover in Universal Secondary Education (USE) schools in Kampala Capital City Uganda. It was guided by the following objectives; to establish the level of USE policy implementation in the participating schools in Kampala Capital City, Uganda; to determine the level of science teachers’ turnover in USE schools and to determine whether there is a significant relationship between the level of USE Government policy implementation and level of science teachers’ turnover in USE schools in Kampala Capital City, Uganda. This study used mixed method design combining both quantitative and qualitative approaches. A correlational research was used under quantitative research, and a phenornelogical design was used in qualitative approach. Proportional stratified sampling was used to select science teachers who were 142, while all the head teachers in the 21 USE participating schools in Kampala Capital City were interviewed. Self-administered questionnaire, and interview guide, were the research instruments used. The data was collected, compiled, sorted, organized and analyzed using SPSS for thorough exploration of data frequencies, means, distributions, and correlation. It was presented in the form of tables, frequencies and percentage distributions. The Pearson Product-Moment Correlation Coefficient, (PMCC) was employed to test the research hypothesis. The results of this study indicate that there was increased student enrolment in USE participating schools which also increased science teachers’ workloads, and made their work lives became more complex, while their pay did not increase. Science teachers expressed a feeling that they were being treated unfairly since their colleagues who were teaching in non-USE schools had not experienced a drastic increase in workload without increased pay. As a result, the level of science teachers’ turnover is generally high as confirmed by the study. The reality of USE policy implementation, seven years later, is that access has risen but concerns over challenges that have emerged with increased student enrolment. They include inadequate staffing with qualified teachers, availability of instructional materials, and remunerating science teachers’ adequately. The findings of this study indicate that the USE policy is being satisfactorily implemented in USE schools. There is also high science teachers’ turnover in USE schools. The study recommended a number of strategies to improve science teachers’ welfare including remuneration, and supply adequate instructional resources to USE schools. The MoES should also endeavor to involve teachers in the policy making and evaluation processes. The GoU should also make USE more attractive and desirable through rigorous mobilization. Sensitization and communication of the USE policy to the public.