@article{Nakijoba_Mugabi Ddungu_Awobamise_2022, title={COVID-19 School Closures in Uganda and their Impact on the Well-being of Teachers in Private Institutions in Semi-urban Districts}, volume={10}, url={https://journals.aijr.org/index.php/ajss/article/view/4573}, DOI={10.21467/ajss.10.1.52-62}, abstractNote={<p><strong>Objective:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p> <p><strong>Conclusion:</strong> 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.</p>}, number={1}, journal={Advanced Journal of Social Science}, author={Nakijoba, Rosemary and Mugabi Ddungu, Racheal and Awobamise, Ayodeji O}, year={2022}, month={Mar.}, pages={52–62} }