Relationship between teacher collaborations and teacher commitment in U.P.E schools in Kasaanda district, Uganda-a cross-sectional study.
DOI:
https://doi.org/10.51168/mfyw8823Keywords:
Teacher collaborations, Teacher Commitment, UPE, Kasanda districtAbstract
Background
The quality of pupils in terms of competence, knowledge, and overall achievements is dependent on teacher commitment. Yet, teacher commitment in Universal Primary schools in Kasaanda District has been subpar. This study aimed to assess the relationship between teacher collaboration and teacher commitment in Universal Primary Education (UPE) schools in Kasanda District.
Methodology A descriptive, cross-sectional, and correlational survey was utilized, integrating both quantitative and qualitative approaches for data collection and analysis. Ten U.P.E. schools in Kasanda district, involving a sample of 108 participants (comprising teachers and head teachers), were selected through purposive and simple random sampling techniques. Data was analyzed using SPSS software and content analysis techniques.
Results
The findings observed a higher response rate, 100% from head teachers compared to 91.8% from teachers. Teacher collaborations were recognized for providing support, sharing successful teaching strategies, and fostering camaraderie among educators. Correlational analysis revealed a moderate positive relationship between teacher collaborations and commitment (R-value of 0.796). Regression analysis further supported the significant impact of teacher collaborations on teacher commitment (Beta) of 0.14, emphasizing the importance of investing in teacher collaboration opportunities and collaborative practices.
Conclusion
Promoting teacher collaborations is crucial for enhancing teacher commitment in UPE schools. This factor plays a complementary role in influencing teacher commitment and should be considered in developing strategies to improve the overall teacher collaboration and commitment of teachers in the Kasanda district.
Recommendation
The government should facilitate opportunities for teachers to collaborate, share experiences, and learn from one another through collaborative projects, workshops, and peer mentoring programs.
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Copyright (c) 2025 Sunday Lubega, Dr. Muhammad Sendagi (Author)
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