COVID-19 School Closures in Uganda and their Impact on the Well-being of Teachers in Private Institutions in Semi-urban Districts

Rosemary Nakijoba; Racheal Mugabi Ddungu; Ayodeji O Awobamise

doi:10.21467/ajss.10.1.52-62

Authors

Rosemary Nakijoba Ndejje University, Faculty of Social Sciences, Kampala, Uganda https://orcid.org/0000-0002-6300-6659
Racheal Mugabi Ddungu Makerere University, Kampala, Uganda https://orcid.org/0000-0001-8541-2917
Ayodeji O Awobamise Kampala International University https://orcid.org/0000-0003-1474-3553

DOI:

https://doi.org/10.21467/ajss.10.1.52-62

Abstract

Objective: This article explored how teachers were supported for continued professional growth and on their general well-being before and after the onset of the COVID-19 pandemic. Experiences of teachers of private schools in Semi-Urban districts during COVID-19 Wave 1&2 lockdown in Uganda are explored. It assess professional growth aspects and their well-being before and during closure of education institutions. The study illustrates challenges experienced by the teachers as well as coping strategies adopted.

Methods: In-depth individual interviews, and key informant interviews were employed. At the time of reaching saturation, one hundred and three private secondary school teachers had been interviewed; eight key informants that were head teachers of selected private schools. Data was analyzed using the Conservation of Resources (COR) theory.

Results: Teachers’ professional growth is in limbo after suffocation during the COVID-19 given longtime school closures with inability of private schools to earn from their clientele. The well-being of teachers is wanting. Many teachers ought not return to teaching and are engaged in various trades for a living.

Conclusion: Teachers of private academic institutions contribute to government’s effort in providing quality education. Exploring their experiences during emergencies such as the current COVID-19 pandemic informs stakeholders in education on how to deal with their professional growth and general well-being.

Keywords:

Teachers, COVID-19, Uganda

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