Working conditions and teacher commitment in government-aided secondary schools in Rubaga division, Kampala capital city authority, Uganda

Abstract

This study examined the influence of working conditions on teacher commitment in government-aided secondary schools in Rubaga Division, under the Kampala Capital City Authority (KCCA). Specifically, it explored the impact of collegiality, the physical work environment, and workload on teacher commitment. Adopting a positivist approach, the study employed a cross-sectional research design and involved a sample of 177 teachers. Data were collected using a self-administered questionnaire and analyzed through descriptive statistics, correlation, and regression analyses. The findings indicated that collegiality, physical work environment, and workload each have a significant positive influence on teacher commitment. The study concluded that collegiality is essential for fostering teacher commitment; a safe, secure, and well-organized physical environment is critical; and workload, particularly in terms of teaching hours, contributes positively to commitment. Based on these findings, the study recommended that head teachers actively promote collegiality within schools. Furthermore, the Ministry of Education and Sports, along with head teachers, Boards of Governors, parents, and other stakeholders, should work collaboratively to improve the physical conditions of schools. Additionally, the Ministry and school leaders should ensure that teachers are provided with adequate non-instructional time to build meaningful relationships with students, thereby enhancing overall teacher commitment.