Universal Secondary Education Policy Implementation and Science Teachers’ Turnover in Participating Schools In Kampala Capital City, Uganda

ABSTRACT This study is about science teacher turnover in Universal Secondary Education (USE) schools in Kampala Capital City Uganda. It was guided by the following objectives; to establish the level of USE policy implementation in the participating schools in Kampala Capital City, Uganda; to determine the level of science teachers’ turnover in USE schools and to determine whether there is a significant relationship between the level of USE Government policy implementation and level of science teachers’ turnover in USE schools in Kampala Capital City, Uganda. This study used mixed method design combining both quantitative and qualitative approaches. A correlational research was used under quantitative research, and a phenornelogical design was used in qualitative approach. Proportional stratified sampling was used to select science teachers who were 142, while all the head teachers in the 21 USE participating schools in Kampala Capital City were interviewed. Self administered questionnaire, and interview guide, were the research instruments used. The data was collected, compiled, sorted, organized and analysed using SPSS for thorough exploration of data frequencies, means, distributions, and correlation. It was presented in the form of tables, frequencies and percentage distributions. The Pearson Product-Moment Correlation Coefficient, (PMCC) was employed to test the research hypothesis. The results of this study indicate that there was increased student enrolment in USE participating schools which also increased science teachers’ workloads, and made their work lives became more complex, while their pay did not increase. Science teachers expressed a feeling that they were being treated unfairly since their colleagues who were teaching in non-USE schools had not experienced a drastic increase in workload without increased pay. As a result, the level of science teachers’ turnover is generally high as confirmed by the study. The reality of USE policy implementation, seven years later, is that access has risen but concerns over challenges that have emerged with increased student enrolment. They include inadequate staffing with qualified teachers, availability of instructional materials, and remunerating science teachers’ adequately. The findings of this study indicate that the USE policy is being satisfactorily implemented in USE schools. There is also high science teachers’ turnover in USE schools. The study recommended a number of strategies to improve science teachers’ welfare including remuneration, and supply adequate instructional resources to USE schools. The MoES should also endeavor to involve teachers in the policy making and evaluation processes. The GoU should also make USE more attractive and desirable through rigorous mobilisation. sensitisation and communication of the USE policy to the public.

 TABLE OF CONTENTS

DECLARATION

APPROVAL

DEDICATION

ACKNOWLEDGMENT iv

ABBREVIATIONS

TABLE OF CONTENTS

ABSTRACT

LIST OF TABLE ix

CHAPTER ONE 1

INTRODUCTION 1

1.0 Introduction 1

1.1 Background to the study 1

1.1.1 Historical background 1

1.1.2 Theoretical Perspectives 4

1.1.3 Conceptual perspectives 5

1.1.4 Contextual perspectives 6

1 .2 Statement of the problem 8

1.3 Purpose of the Study 9

1.4.2 Specific objectives 9

1 .5 Research Questions 9

1.6 Hypothesis 9

1.7 Scope 10

1.7.1 Geographical scope 10

1.7.2 Theoretical scope 10

1.7.3 Content scope 10

1.7.4 Time scope 11

1.8 Significance of the study 11

vi

CHAPTER TWO .13

LITERATURE REV[~W 13

2.0 Introduction 13

2.1 Theoretical Framework 13

2.2 Conceptual framework 15

2.3 Related Literature 16

2.4 Research gaps 27

CHAPTER THREE 30

METHODOLOGY 30

3.0 Introduction 30

3.1 Research Design 30

3.2 Research Population 30

3.3 Sample Size 30

3.4 Sampling Procedures 31

3.5 Research Instruments 31

3.6 Data Gathering Procedures 33

3.7 Data Analysis 34

3.8 Ethical Considerations 34

3.9 Limitations of the Study 35

CHAPTER FOUR 36

PRESENTATION, ANALYSIS AND INTERPRETATION 36

4.0 Introduction 36

4.1 Profile of respondents 36

Table 1 Profile of respondents 37

4.2.1 Research question one: Level of Universal Secondary Education (USE) policy

implementation 39

4.2.2 Research question two: Level of Science teachers’ turnover 43

VII

4.2.3 Research question three: Relationship between USE policy implementation and level of

science teachers’ turnover 45

CHAPTER FIVE 49

DISCUSSION, CONLUSION AND RECOMMENDATIONS 49

5.0 Introduction

5.1.1 Objective one: The level of USE policy implementation in participating schools in

Kampala Capital City, Uganda 49

5.1.2.,.. Objective two: The level of science teachers’ turnover in USE participating schools in

Kampala Capital City, Uganda 50

5.1.3.... Objective three: Significant relationship between the level of USE Government policy

implementation and science teachers’ turnover in participating schools in Kampala Capital

City, Uganda 52

5.2 Conclusion 53

5.2.1 Objective one: the level of USE policy implementation in participating schools in

Kampala Capital City, Uganda 53

5.2.2 Objective two: the level of science teachers’ turnover in USE schools in Kampala

Capital City, Uganda 53

5.2.3 Objective three: significant relationship between the level of USE Government policy

implementation and science teachers’ turnover in participating schools in Kampala Capital

City, Uganda 54

5.3 Implications

5.4 Recommendations

5.5 Areas for further research

REFERENCES 58

APPENDIX 1 A TRANSMITTAL LETTER 65

APPENDIX lB TRANSMITFAL LETTER FOR THE RESPONDENTS 66

APPENDIX II CLEARANCE FROM ETHICS COMMITTEE 67

APPENDIX III INFORMED CONSENT 68

APPENDIX IV A INTERVIEW GUIDE FOR HEADTEACHERS 69

APPENDIX IVB QUESTIONNAIRE FOR SCIENCE TEACHERS 71

APPENDIX V SLOVINS’ FORMULA 76