Teacher staffing and cultivation of self-directed learning. A case of selected secondary schools in Buikwe town council, Buikwe district, Uganda.

Abstract

This study investigated the influence of teacher staffing on the cultivation of self-directed learning (SDL) skills in selected secondary schools in Buikwe Town Council and South Constituency County of Buikwe District, Uganda. The specific objectives were: (i) to assess the influence of teacher qualification levels on the development of SDL outcomes; (ii) to explore the level of teacher engagement and its impact on students' SDL abilities; and (iii) to evaluate how professional practices contribute to or hinder the cultivation of SDL skills. The study adopted a cross-sectional survey design, employing both quantitative and qualitative approaches. A sample size of 135 respondents from a total population of 200 was selected using purposive and systematic sampling techniques. The findings for Objective One revealed a significant positive correlation between teacher qualification levels and SDL outcomes (r = 0.612, p < .001), showing that highly qualified teachers are more effective in fostering SDL skills. The findings for Objective Two indicated that teacher engagement, particularly through feedback and interactive teaching methods, was positively correlated with students’ ability to regulate and manage their own learning (r = 0.612, p < .001). The findings for Objective Three showed that professional practices, such as mentorship programs and structured professional development, significantly contributed to the cultivation of SDL, while inadequate staffing and high teacher–student ratios hindered outcomes (r = 0.612, p < .001). Regression analysis further confirmed that teacher qualification levels, engagement, and professional practices significantly predicted SDL outcomes, while inferential analysis supported the generalisation of these findings to the wider population. The study concludes that improving teacher qualifications, fostering teacher engagement, and implementing robust professional development programs are essential for cultivating SDL skills among secondary school students. It recommends that the government, through the Ministry of Education and Sports, prioritises the recruitment of highly qualified teachers, invests in regular professional development initiatives, and reduces teacher–student ratios to enhance SDL outcomes in both government and private institutions, while further research is suggested to explore the long-term effects of teacher retention and professional development on SDL outcomes in diverse educational contexts