Teacher commitment and the implementation of universal secondary education program in rural and urban schools of Kabarole district, Uganda.

Abstract

The study was conducted to assess the Commitment of Teachers to the Implementation of Universal Secondary Education Program in Urban and Rural Schools of Kabarole District. It majorly sought to ascertain whether there was a difference in the Commitment of teachers on the implementation of USE among the teachers in rural and urban schools. The researcher used a case study design whereby a sample of 10 USE schools was selected for the study. In those schools, a population of 136 teachers, l 0 head teachers and 376 students were interviewed using both quantitative and qualitative questionnaire. SPSS version 16 was used to obtain descriptive statistics while the independent T-test was used to test the differences in the Commitment of teachers in rural urban areas at 5% Level of significance. The results revealed the Level of teacher Commitment is high at higher a percentage of 80. l % , additionally results revealed that teacher engagement in personal business affects teacher Commitment more than any other factor at 83.8% and lastly, there was a strong statistically significant difference between teacher Commitment and the implementation of universal secondary education in rural and urban schools in the teachers preparing to teach, and teachers' general involvement in school activities at (p=0.00 I) at 1 % and (p<.001.) Levels of significance respectively. The study recommended that government should endeavor to release USE funds and provide schools with enough facilities to maintain the high Level of teacher Commitment. Teacher associations such as SACCOS must be harnessed and financially strengthened to ensure they support teachers financially in order to stamp down the habit of part time. The inspectorate should be strengthened especially with more manpower and resources in order to reinforce implementation of set standards in all USE schools regardless of location.