Job satisfaction of teachers in Mukono town: a correlate to social factors?
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Date
2018-09
Authors
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Publisher
Kampala International University,School of Education
Abstract
This was an exploratory study about job satisfaction of teachers in Mukono town as a correlatu to
social factors. This was after the realisation that many Ugandan teachers were not satisfied by the
conditions of their work [lower salaries, unsupportive parents, lack of career development, job
insecurity, undisciplined pupils, lack of stipends, etc.] and this was bound to affect the teachinglearning
process. The study specifically sought to achieve the following objectives: to examine
the social factors which determine job satisfaction of the teachers in Mukono town; and to
identify strategies for improving the job satisfaction of the teachers in Mukono town. To achieve
the stated objectives, the study was guided by the following research questions: what social
factors determine job satisfaction of the teachers in Mukono town? What strategies can improve
job satisfactioh of the teachers in Mukono town? The study design took the form of a case study
of job satisfaction of teachers in Mukono town as a correlate to social factors. The study also
involved purposive sampling in which the data sought were qualitative. A purposively selected
sample of five secondary schools and 50 respondents was involved in the study. From each
school, 10 teachers were selected. The data were collected using interviews and observations for
primary data and documents analysis for secondary data. The data were analysed qualitatively
through the literal description and narrations of the emerging issues out of which authentic
conclusions were drawn.The study found out that job satisfaction of teachers is determined by a
multiple of social factors that included salary, training, administrative, parental and community
support, school culture, motivation and emotional strength. Further, the study found out that job
satisfaction of teachers needed a multifaceted approach involving counselling and motivation
[salaries and stipends]. The study recommends that education planners, policy makers and other
stakeholders should consider job satisfaction of teachers as a major determinant in the efficacy
and efficiency of the teacher to guide the teaching-learning process. This calls for incentives,
policies and programs that enhance the esteem, confidence and satisfaction of teachers. For
example, scholarships or loans for the teachers’ education, stipends for teaching in areas
typically hard to reach, discounts, coupons and medical insurance among others. The study also
recommends the alignment of teacher salaries with other fields as an ideal intervention to make
the education profession attractive. Counseling should be made part of the induction process of
teachers as one way of reassuring them and creating job satisfaction in their work. Incentives that
give teachers esteem, confidence and job satisfaction such as scholarships, low interest loans,
discounts, medical insurance and stipend should be considered.The study concludes by noting
that job satisfaction of teachers will be hard to realise in Mukono town in particular and Uganda
as a whole given the indifference and prejudices of the education planners, policy makers,
politicians and other stakeholders about the plight of Uganda’s teachers. This will continue not
until those who wield influence and power realise the importance of teachers in nation building
and the transformation of society.
Description
A dissertation submitted in partial fulfillment of the requirements for the award of the degree of bachelor of arts with education of Kampala International University
Keywords
Job satisfaction, Teachers, Social factors