Assessment of job satisfaction of teachers in Kampala Central Division
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Date
2013-04
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Kampala International University ,College of Education
Abstract
This was an exploratory study about job satisfaction of teachers in Kampala Central Division.
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 teaching-learning
process.
The study specifically sought to achieve the following objectives: to examine the factors that
affect the job satisfaction of teachers; and to identify ways of improving the job satisfaction of
the teachers. To achieve the stated objectives, the study was guided by the following research
questions: what are the factors that affect the job satisfaction of the teachers? ‘What are the
identifiable ways of improving the job satisfaction of the teachers?
The study design took the form of a case study of the assessment ofjob satisfaction of teachers in
Kampala Central Division. The study also involved purposive sampling in which the data sought
were qualitative. A purposively selected sample of six primary schools and 48 respondents was
involved in the study. From each school, eight 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 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
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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 Kampala
Central Division 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 education of Kampala International University
Keywords
Job Satisfaction, Teachers