Wednesday 4 November 2015

The State of Private School Teachers in Uganda


The State of Private School Teachers in Uganda

Introduction

Uganda National Association of Private Schools and Institutions (UNAPSI) has taken close observation about the issues and challenges affecting private school teachers in Uganda.  Private schools have grown at a rapid rate in Uganda. According to recent estimates in Uganda, 27% of schools at primary level and 66% of schools at secondary level are private; private school enrolment is estimated at 16% in primary schools and 51% in secondary schools. Uganda has 41 Universities where 34 of these are privately run. There are 141 tertiary institutions and 86 of these are privately run. Student enrolment in higher institutions is estimated to be 157,000 students in universities of which 39% (60,000) are in the 31 private universities. Attendance in these schools is not limited to the non-poor or children in urban areas. A large number of children belonging to poor households study in private schools which charge low fees; nearly 40% of villages in Uganda have access to a private school within the village itself. It is now obvious that government alone cannot single handedly satisfy the educational needs. This is partly the reason that has led to the emergence of private schools, across the country. These schools cut across nursery, primary and secondary schools, and more recently have been extended to private universities. Their complementary role in the achievement of the nation‘s educational objectives can hardly be overemphasized. It should however be noted that the success of any educational system whether private or public to a large extent is dependent on the adequacy and commitment of its teaching staff. These private unaided schools are owned and funded privately with no state support. For purposes of recognition, they have to ensure adequate pupil-teacher ratio, conform to certain qualifications regarding recruitment of principal and teachers and assure their financial viability. However, all management decisions are taken by the school, including recruitment procedures and teacher salaries. They frame their own admission rules and fee structure for students. These schools are growing as small and medium scale business houses, making extra profits, but they do not make the required payment to the teachers. While the term small school‘ can be defined in many ways, common measures refer to pupil enrolment, the number of teachers and the number of classrooms. An exploration of data available from the country‘s District Education Office reveals that approximately 78% of primary schools in Uganda had three or fewer teachers to attend to all grade levels, and more than 55% had 100 or fewer students. However, because of poor quality of public education, 27% of Ugandan children are privately educated. While there has been an overall improvement in enrolment at the primary level in the country during, a study has reported that enrolment in private schools has been better than the government ones. In the present scenario, private schools have blanket protection from any potential local political policy or movement to redress teacher‘s grievances and teachers perceived to be hostile to private interests are dismissed at will. They enter the institutions at the mercy of someone; they quit at the fury of some other. The vicious cycle of silent and never reported violence continues. Private teachers especially those who work in small privately owned schools are vulnerable to lack of job security and hostile and stringent work environment at work place. Such an oppressive state of affairs has lead to the job dissatisfaction, depression, and lack of interest in work and sense of alienation among most of the teachers working mostly in small private schools. As per experiences and observations, they are beset with myriad of issues today which even the state has ignored. Besides exploitation, overwork, minimum wages, discrimination in salaries and lack of mental satisfaction and happiness at work place are some pressing problems of such school teachers though such problems vary from institution to institution and cannot be generalized for all the privately owned educational institutions at any place of the country.

The Government exercises very little regulatory authority over most functions of its districts, especially with respect to private education policy. As a result, there is tremendous socioeconomic, cultural, and political variation within the states also.
School teachers‘salaries are often perceived to be lower than those of other professionals; this perception is especially strong among teachers. This affects the teachers‘ motivation to educate (OECD 2009; Figlio and Kenny 2006; Ortega 2010, Player 2009, Heutel 2009, Loeb and Page, 2000); causes good teachers to leave the profession (Imazeki 2005; Harris and Adams, 2007; Scafidi et al., 2007); and good students to avoid choosing an education major in college. These in turn would produce negative effects in students‘ learning. To improve the quality of education it is essential to pay special attention to teachers and to implement policies to attract, motivate and retain the most talented individuals in the profession. Uganda National Association of Private Schools and Institutions (UNAPSI), on its part, accept there is a problem. ―It is unfortunate that we are unable to attract bright minds, the private training institutes are of poor quality and the government-run ones lack infrastructure. UNAPSI, however, has plans of reviving private education colleges which will involve setting up a committee that inspects training institutes.

It is rightly said that; a good teacher explains, a superior teacher demonstrates and a great teacher inspiresand so it is expected of all teachers to have certain qualities like content mastery, love for profession, and love for children. Research studies shows that (a) private schools have higher teacher attendance and activity compared to government schools (b) private school teachers get a fraction of the salary of government school teachers, and (c) private schools have smaller class sizes.

In a private school, the teachers are accountable to the authorities (who can fire them), and, the parents (who can withdraw their children). These teachers also face a different recruitment and reward structure from those at government schools, they are forced to sign bonds and agreements by the school administrations where they cannot quit the school in any condition for years together by themselves; In case they leave, their salaries of months together is devoured and cut off by the school authorities, this is the reflection of many big city schools also. Private schools hire teachers who often do not have a teaching certificate and pay them a fraction of the salaries of government schools, but they hire more teachers to reduce class sizes. The heads have far greater control over hiring and firing of teachers and thus are able to exhibit tighter control, have higher attendance and only retain effective teachers.

UNAPSI observed that some teachers are very unhappy with their lot and that most of them are negatively disposed towards their jobs. Teachers can be effective and productive when they are happy with their job because productivity is a function of human frame of mind and motivation is a necessary requirement for effectively in the long run.


Furthermore, Farber (1984) assessed the sources of stress of suburban teachers in the United States and found that excessive paperwork, unsuccessful administrative meetings, and the lack of advancement opportunities in teaching were related to stress. Workload, lack of resources, poor professional relationships with colleagues, inadequate salary, pupil misbehaviour, difficult interactions with parents and expectations of other staff have been identified as sources of stress in many studies (Borg, Riding &Falzon, 1991; Boyle, et al., 1995; Pierce & Molloy, 1990; Pithers&Soden, 1998; Travers & Cooper, 1993). Smilansky (1984) examined teachers' work satisfaction and reports of job-related stress in some English elementary schools, and he found that teachers' general satisfaction and stress at work were related mostly to their reported feelings about what had happened within class (such as relations with pupils, the process of teaching, and pupil behavior in school) rather than to administrative or policy questions (such as degree of work autonomy, relations with principals). Negative self-perception, negative life experiences, low morale, and a struggle to maintain personal values and standards in the classroom all take their toll (Goodman, 1980; Schnacke, 1982; Schwanke, 1981). Stressed teachers had more illness, medicine intake, anxiety, depression, and sexual passivity. More psychological and psychosomatic symptoms were reported by teachers experiencing high burnout (Bauer et al., 2006). As ithappens, many studies have brought out that private/non-government schools can supply a reasonable quality of school education at almost 25% to 35% of the cost of government education (Pankaj Jain 1997; Tooley et al 2007; Vachani and Smith 2008). This happens because the salary of a schoolteacher in the private sector is almost 25% to 35% of the government salary as found by several studies (see for instance, Bajpai et al 2008a and 2008b) (p 41).
Findings

·         Most Teachers do not get free time though it is shown as free periods in the timetable.
·         They do not get sick leaves; have to take leave without pay if they get engaged in some unavoidable circumstances.
·         Most Teachers are kept on probation and have no pension system.
·         They are in constant threat of expulsion by school employers.
·         Teachers lack administrative support from the principals
·         Teachers have a feeling that the parents and students have no respect for them
·         Teachers are underpaid and have extra working hours
·         Schools follow hire and fire system.
·         Directors are of the view that teachers are available at low pay.
·         Principals follow the rules laid by the trustees.
·         The principals do not decide the salary or appointments of teachers.
·         Teachers feel they do not get respect from parents, students and management.
·         Teachers are overloaded with administrative duties.
·         Teacher‘s salary not at par with the market rate.

Recommendations

Generally, teachers were less satisfied with advancement, compensation, supervision human-relation, and working conditions. In the interview the teachers with four to five years of experience candidly admitted that management is happier to lay off such teachers and appoint new teachers as they would be able to get two teachers at the price of one teacher. Director of one school, said, "Many applications that we receive for secondary schools do not have a professional degree or sometimes they have a degree in home science and are themselves not qualified to teach, but since they are willing to work for such low wages why would schools raise the bar? For every post that is advertised we get at least more than 25 applicants though we do not feature in the top schools."When this is the condition where is the question for these private schools to pay according to sixth pay commission? There are some schools that have put teachers in the sixth pay scale but have their own calculations not as per the government, thus these teachers never get equal pay scale as in case of government school teachers. With the low level of salaries, the immediate concern is clearly on the quality of education being imparted. Adequate payment will motivate teachers to put maximum efforts and enjoy their work." Poor salary is one major factor to the lack of talent flow in education sector. It was thus known from the responses of the teachers that these schools have a stringent pay policy for their teachers. Today neither the parents nor the students respect the teachers. This is what the teachers have to say about what they feel about the teaching profession and what is the attitude of parents, students and principals towards them. It becomes more important for principals to be aware of the importance of their supervisory styles in relation to teachers‘ job satisfaction and should adopt the supportive principal behavior such as criticism should be handled constructively, praise should be given genuinely, and principal should listen and accept teachers‘ suggestions. An atmosphere of trust, confidence and cooperation should be fostered, where teachers can interact with each other than disengage behavior. Efforts should focus on to improving job attraction for talented male population and retaining those already in the profession. The data clearly indicate that teachers derive less satisfaction from advancement, compensation, supervision human-relation, and working conditions, so the private trusts should take more interest in advancement, compensation, supervision human-relation and working conditions than other factors. Similar type of researches should be conducted at colleges and university levels. Jacques Barzun-a French American philosopher has rightly said that, Teaching is not a lost art, but the regard for it is a lost tradition‘. Teachers Day as usual is observed every year and theoretically the teacher, their position and the prestige of their profession is glorified like anything, and also the philosophical discourses are conducted about what and how a teacher should do in this prophetic profession. But hardly we empathize with them and understand their problems or highlight the silent violence which the poor stock faces throughout.



Uganda National Association of Private Schools and Institutions
P.O.Box 29324 Kampala, Uganda, Email: unaph22@yahoo.com , www.unapsi.org
                                               www.ugandaprivateschools.blogspot.com

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