Factors of stagnation in career development of secondary school teachers in Uganda: a case of Mbarara and Bushenyi Districts

Abstract

The purpose of the study was to identify the factors, which contribute to the stagnation in career development of secondary school teachers and then establish the possible solution. The study was guided by the following objectives: To establish the socio-economic factors that contribute to the stagnation in career development of secondary school teachers; To establish the school-based factors that contribute to the stagnation in career development of secondary school teachers; and To establish the individual based factors that contribute to the stagnation in career development of secondary school teachers. The study used a descriptive cross-sectional survey design. Fifty (50) out of 154 secondary schools from the two districts were selected. The sample size was 410 out of 7,238. Simple random sampling was used to select the secondary schools from the two districts. Systematic sampling was used to select teachers. Headteachers of the selected schools was automatically selected. Purposive sampling was used to select Ministry of Education officials. Descriptive data analysis was used to produce frequency tables. Qualitative data design was used to analyze data collected through interviews. The study established that 1) The socio-economic factors that contribute to teachers’ career stagnation were low income, family responsibilities, peer pressure, lack of close relatives/friends/neighbors, and teachers’ avoidance of careers above their status/stature. 2) The school-based factors that contribute to teachers’ career stagnation were failure of the schools administration to help teachers to develop their career, poor proper teacher training programs, lack of valuable feedback on teacher training, failure to hold supervisors accountable for supporting teacher development efforts, and non-response to support requests for alternate work schedules from staff members. 3) The personal factors that contribute to teachers’ career stagnation were failure for teachers to reflect on their career and develop some plans for their future, lack of teacher motivation and interest and teachers’ unwillingness to invest in their career development. The conclusions were that 1) Socio-economic factors contribute to teachers’ career stagnation. 2) School-based factors and personal factors contribute to teachers’ career stagnation 3) Personal factors contribute to teachers’ career stagnation. The study recommends that the schools and various stakeholders (government, private organizations and the teachers) should address the above socio-economic factors if teachers are to advance in their careers. In addition they should address the above school-based factors if teachers are to advance in their careers. Lastly, teachers should address the above personal factors, if they are to advance in their careers.