Open AccessCOVID-19 School Closures in Uganda and their Impact on the Well-being of Teachers in Private Institutions in Semi-urban Districts
Author(s) -
Rosemary Nakijoba,
Racheal Mugabi Ddungu,
Ayodeji O. Awobamise
Publication year - 2022
Publication title -
advanced journal of social science
Language(s) - English
Resource type - Journals
ISSN - 2581-3358
DOI - 10.21467/ajss.10.1.52-62
Subject(s) - government (linguistics) , pandemic , closure (psychology) , covid-19 , professional development , public relations , coping (psychology) , higher education , medical education , sociology , psychology , pedagogy , political science , medicine , philosophy , linguistics , disease , pathology , psychiatry , infectious disease (medical specialty) , law
Objective: 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.Methods: 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.Results: 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.Conclusion: 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.Conclusion: 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.