Professional development and teacher commitment in universal secondary schools in Uganda, a case of Nabingoola town council in Mubende district

Abstract

The purpose of the study was to examine the relationship between professional development and teacher commitment in USE schools in Nabingoola Town Council, Mubende District. The objectives were to examine the relationship between workshops and teachers’ commitment in USE schools in Nagingoola Town Council, to analyse the relationship between mentorship programs and teachers’ commitment in USE schools in Nagingoola Town Council and to establish the relationship between coaching programs and teachers’ commitment in USE schools in Nagingoola Town Council. The study adopted a cross-sectional research design and employed a mixed method research approach. Simple random sampling and purposive sampling were used to select 92 respondents from a population of 120 individuals. A self-administered questionnaire and interview guide were used to obtain data from respondents. Results for objective one showed a significant positive relationship between workshops and teachers’ commitment, as demonstrated by a Pearson correlation coefficient of 0.538. The results for objective two showed a strong positive correlation (r = 0.686) between mentorship programs and teachers’ commitment. And the results for objective three showed a significant positive relationship between coaching programs and teachers’ commitment, as indicated by a Pearson correlation coefficient of 0.414. The study concluded that in Nagingoola, where teaching conditions may be constrained, workshops can serve as critical moments of rejuvenation and empowerment. It was also concluded that mentorship emerged as a particularly influential factor in shaping teachers’ commitment. In the USE schools of Nagingoola Town Council, mentorship helps establish a sense of professional security and emotional support among teachers. A conclusion was also made that where coaching is experienced as meaningful and sustained, it helps teachers develop clarity in their professional goals and reaffirms their instructional confidence factors that are essential to commitment in the often-demanding teaching environment of USE schools. The study recommended that school administrators should organize needs-based workshops that directly address the challenges teachers face in classroom instruction. It was also recommended that PTA members can support mentorship programs by funding simple incentives (like certificates, recognition days, or allowances) to encourage both mentors and mentees to fully engage in the process.