teacher motivation and teacher education: evidence based from uganda

Teacher Motivation and Teacher Education: Evidence based from Uganda

Olivier PIEUME, PhDEducation Policy Analyst & Labor market Specialist

Pole de Dakar/IIPE-UNESCOhttps://www.iipe-poledakar.org

Siem Reap, December 2016

INTRODUCTIONINTRODUCTION The presentation is based on our own practical experience during the diagnosis of

teacher issues in Uganda from 2010 to 2013.

The study collected many quantitative and qualitative data from EMIS, teacher training institutions… It also carried out interviews with authorities and organized a national survey on teacher job satisfaction.

Analysis of these data reveal important findings that supported key recommendations.

The presentation will sort out some results related to teachers education and teachers motivation. The objective will be to open debate on the validity for others countries and the implication for Education 2030 Teacher Targets.

OUTLINESOUTLINES

1. The existence of the two way of training programs ( pre and in-service) allow to qualify more teachers

2. They (training programs) do not attract weakest students

3. However, majority of teachers are demotivated some years after leaving the training school

4. This leads to many consequences for the education system

5. Fortunately room exist to alleviate the situation

The existence of the two way of training programs The existence of the two way of training programs ( pre and in-service) allow to qualify more teachers ( pre and in-service) allow to qualify more teachers

(1/2)(1/2) Education system has exigence in terms of teachers qualification

Teachers to be qualified should hold at least a Grade III certificate obtained after a two-year training in primary teachers colleges (PTCs) .

Other award involve a Diploma in Primary (Grade V primary) that is obtained after 1 year of (in-service) training after getting the Grade III.

The minimum entry requirement is O Level with pass in 6 subjects and entry to PTC programme is dependent on successful completion of UCE (Uganda Certificate of Education) examination.

The existence of the two way of training programs The existence of the two way of training programs ( pre and in-service) allow to qualify more teachers ( pre and in-service) allow to qualify more teachers

(2/2)(2/2) The capacity of the education system to train qualified teachers has

increased but there are doubts on the quality of training in PTCs

There are 45 PTCs in Uganda owned and funded by the government. 23 run both pre- and in-service programmes and 22 are have only pre-service programmes.

The percentage of unqualified teachers has decrease from 12% in 2007 to 2% in 2013. This following the provision of in-service courses to certify unqualified teachers.

Every year, PTCs are ranked according to the global pass rates of the College. The analysis show that the majority of good PTCs are good because they trainees had initially good skills; so the direct effect of PTCs on students’ performances is limited.

Teachers training programs do not attract weakest Teachers training programs do not attract weakest students students

The idea that the teaching profession does not attract the best academically talented students is to be challenged.

The table below compares UCE scores distribution in 2009 for all UCE candidates with the 2009 UCE score obtained by Grade III candidates in 2011, who supposedly took the UCE exam in 2009.

It show that Grade III candidates in the sub-sample of PTCs were not among the lower achievers at UCE.

Division All UCE 2009 Candidates 2011 Grade III PTCI (8-32) 7.6 3.8

II (33-45) 18.5 40.3III (46-58) 27.0 55.3IV (59-69) 42.4 0.6

VII-IX (70 and beyond) 4.4 X 1.8

Total 100.0 100.0

However, majority of teachers are demotivated However, majority of teachers are demotivated some years after leaving the training school (1/2)some years after leaving the training school (1/2)

Surveys on teachers’ career satisfaction is rarely in Africa (despite the importance of job satisfaction).

The first one conducted in UGANDA is the NASPTSU (National Survey on Primary Teacher Satisfaction in Uganda) organized with the technical support of UNESCO’s Pole de Dakar.

The following where used in the NASPTSU to capture teachers satisfaction:

However, majority of teachers are demotivated However, majority of teachers are demotivated some years after leaving the training school (2/2)some years after leaving the training school (2/2)

Main results of NASPTSU :

Teachers with O level as highest academic level are the most satisfied With more than 58% of them who are satisfied, they represent the group most satisfied of their job (compared to teachers with primary level, A level, tertiary or Graduate). Teachers with high job satisfaction are more likely than other holders of an O level certificate.

Satisfaction decreased as professional qualification increased. Teachers with Grade III are the most satisfied (45%) compared to 36% for teachers with Grade V and 32% for those who are Graduate. Teachers with high job satisfaction are mostly Grade III teachers compared to holders other qualifications.

Figure 6.1: Overall level of satisfaction of teachers in Uganda, 2012

This leads to many consequences for the This leads to many consequences for the education system(1/3)education system(1/3)

High attrition rate:

60% of teachers want to get an administrative position in the education sector in the next two years.

25% of teachers wish to work out of the education sector in the next two years

Six times as many teachers dissatisfied are likely to leave the teaching profession within the next two years compared to satisfied teachers (37% vs. 6%).


Decrease of teacher devoutness at school

Repeated joint assessment review conducted since 2008 in Uganda indicates that the rate of teacher not present at work is high (17 to 30 percent).

The analysis of the following questions used during NASPTSU show the decrease of teacher devoutness at school.

1. How often do you give assignments/homework to your pupils per month? ......................... 2. How much time (hours) do you spend in teaching in a week? .............................................. 3. How much time per week do you spend in lesson preparation and marking assignments/homework? ............. 4. How many times have you been absent from school with permission this year? .................................


Poor performance at school. The National Assessment of Progress in Education (NAPE) in 2011 tested

teachers on numeracy, literacy and oral reading (based on primary program): The striking remark was the very low level of proficiency in oral reading

(37.5 percent), while proficiency numeracy and literacy seem better, although not all satisfactory (66% and 72% of teachers fully mastering).

That new recruited teachers (with 5 years and less of teaching experience) tend to do much better than their more experienced peers.

Less qualified (Grade V teachers) were rated satisfactory in Literacy and Oral reading than Grade III teachers (more qualified)

Fortunately room exist to improve the Fortunately room exist to improve the situation(1/2)situation(1/2)

Results of the NASPTSU provide room exist to improve the situation:

Recognition and opportunities for professional growth are the two others most important sources of teacher’s satisfaction/dissatisfaction which have to be handled with maximum care.

It indicates that low cost measures can be taken to increase the level of satisfaction.

Percentage of teachers who choose a given factor as the main source of satisfaction/dissatisfaction, 2012

0.0 10.0 20.0 30.0 40.0 50.0 60.0

Salary

Opportunities for professional growth

Recognition

Quality of leadership and supervision of head teacher

Interpersonal relationships

Benefits

Working conditions

Regular assessment of teacher performance

Fortunately room exist to improve the Fortunately room exist to improve the situation (2/2)situation (2/2)

Sources of motivation are linked to the teachers education

Recognition is the second most important sources of satisfaction for teachers with Graduate and those with Grade III;

Opportunities for professional growth is the second most important sources of satisfaction for teachers with Grade V;

Others recognized sources: Inequities in the teachers management, fully involvement of teachers in education policy formulation, respects of engagements taken…).

Percentage of teachers who choose a given factor as the main source of satisfaction/dissatisfaction, 2012

Teachers qualifications Grade V Grade III GraduateRecognition 8.6 10.9 20.0Professional growth 13.8 9.0 15.0Interpersonnal relationships 10.5 4.3 0.0Salary 45.4 51.7 45.0Benefits 7.2 5.7 10.0Working conditions 7.2 6.2 0.0Performance assessment 2.6 4.3 0.0Leadership quality 9.9 8.5 5.0

CONCLUSIONCONCLUSION

Necessity to realize a national survey on teachers satisfaction in each country to evaluate the situation (baseline) and setup the long term objectives (related to the aspect on motivation in the 2030 Teacher Targets).

Experience has shown that lack of care in the design of surveys can seriously limit the validity and usefulness of the data collected.

Proper attention should be given to the formulation of questions, while also ensuring employee anonymity and using appropriate sampling procedures to achieve representativeness.

Thank youThank you

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