Cultural Practices And Social Ecology Of Teachers In Primary Schools In Butebo County, Pallisa District, Uganda.

Abstract

This study is attempted to correlate the level of cultural practices and social ecology in Butebo County. A descriptive study was conducted at 20 primary schools with a sample population of 120 primary teachers as respondents of the research study. The study attempted to; determine the profile of the respondents in terms of age, gender, marital status and level of education, identify the teachers’ culturally relevant belief systems affect the underlying expectations of their student’s performances, determine the level of social ecology in terms of social skill, social knowledge, and cultural competency of teachers in the teaching profession and establish if there is a significant relationship between school cultural practices and the social ecology of teachers. A Qualitative and Quantative method of data collection, including a questionnaire, was the main research instrument used. The findings showed that there was a significant relationship between school cultural practices and social ecology of teachers in the 20 primary schools covered by this study. The study recommended that Educators must have a comprehensive understanding of what “school culture” is and Schools need tools for developing and assessing school culture, and must be held accountable for their school cultures.