Teacher support for Universal Secondary Education in Uganda.

Abstract

This is a study of teacher support for Universal Secondary Education in Uganda. Universal Secondary Education (USE), an initiative designed to increase access and quality in secondary education, began implementation in 2007. Although ample literature suggests that educational policies require the support of teachers to be successful, the USE policy was enacted without the input of the nation's teachers. The purpose of this study is to examine teacher support for USE, and to determine the extent to which certain characteristics are associated with teacher support for the USE policy in Uganda. Forty-one teachers currently teaching in USE schools were interviewed in the Kampala district of Uganda. The results of this study indicate that although teachers generally support the goals of the policy, they raise concerns about the way the policy has been implemented in their schools. Teachers cite low salaries, limited instructional materials, inadequate school infrastructure, and decreased morale, as factors that have contributed to their lack of support for the implementation of the policy.