Analysis of teacher recruitment and selection practices and their impact on job satisfaction in public secondary schools of Rukungiri district, Uganda. A cross-sectional study.
DOI:
https://doi.org/10.51168/a2mxny24Keywords:
Teacher Recruitment, Selection Practices, Job Satisfaction, Public Secondary School, Rukungiri DistrictAbstract
Background:
The processes of recruiting and selecting teachers set the foundation for institutional effectiveness and employee morale. This study examined the relationship between these practices and teacher job satisfaction in public secondary schools in Rukungiri District.
Methods:
A cross-sectional design was used, with a mixed-methods approach, collecting quantitative data from 180 respondents (teachers and Board of Governors) using stratified sampling and qualitative insights from 18 key informants using purposive sampling. Data was collected using questionnaires, interviews, and document review.
Results:
The respondent profile was predominantly male (36.9%), aged 31-40 years(50.6%), and based in rural schools (74%). Findings indicated significant delays in recruitment (mean=3.8), challenges in attracting teachers to rural schools (mean=4.0), and perceptions of political interference (mean=2.3) and non-merit-based selection (mean=2.5). Qualitative data revealed a misalignment between teacher deployment and school needs. A moderate to strong positive correlation was found between recruitment practices and job satisfaction (r=0.662, p=0.002). Regression analysis showed a significant positive effect (B=0.273, p=0.000).
Conclusion:
Transparent, timely, and merit-based recruitment and selection processes are significantly associated with higher teacher job satisfaction.
Recommendations:
Enhance transparency and meritocracy in recruitment; reduce bureaucratic delays; and involve school-level stakeholders in the hiring process.
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Copyright (c) 2025 Annet Naamara, Edmand Bakashaba, Dr. Harriet Nalukwago (Author)
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