Influence of Teacher Quality on Literacy Achievement in Primary Schools in Uganda: A Cross-sectional Study of Gomba District

Authors

  • Shallon Atuhaire Kabulasoke Teachers’ College, Department of TIET, Ministry of Education and Sports, Kampala P.O Box 7063, Uganda
  • Huang Zhicheng Institute of International and Comparative Education, East China Normal University, Shanghai, China

Keywords:

Literacy, Literacy achievement, Primary School, Teacher quality.

Abstract

Despite the implementation of key global educational reforms, low literacy levels still manifest in most Arab states, South Asia and Sub Saharan Africa including Uganda. The study investigated the influence of teacher quality on literacy achievement in primary schools in Uganda. Using cross-sectional survey design involving mixed research methods used a questionnaire, and an interview guide, to collect data from a purposively selected sample of 360 participants. Both qualitative and quantitative data were simultaneously analyzed and presented. Findings indicate that teacher quality is key and it greatly influences literacy achievement. Although 90% of them had been trained, their quality was compromised by unprofessional practices and increased pupil enrollment ratio amidst teacher shortage. As such, more teachers need to be attracted, trained, recruited, and motivated for quality assurance in the education system.

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Published

2018-06-01

How to Cite

Atuhaire, S., & Zhicheng, H. (2018). Influence of Teacher Quality on Literacy Achievement in Primary Schools in Uganda: A Cross-sectional Study of Gomba District. International Journal of Sciences: Basic and Applied Research (IJSBAR), 39(1), 148–161. Retrieved from https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/8983

Issue

Vol. 39 No. 1 (2018)

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Articles

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