INFLUENCE OF THE COVID-19 PANDEMIC ON THE TEACHERS’ WELFARE IN

NKOZI SUB COUNTY, MPIGI DISTRICT

NAKATO SYLIVIA

2019- B201-11082

A Research Dissertation Submitted to the Faculty of Education in Partial Fulfillment

Of the Requirements for the Award of the Degree of Bachelor of Arts with education
Of Uganda Martyrs University.

MARCH, 2022
 DECLARATION

I NAKATO SYLIVIA, with registration number 2019- B201-11082, of Uganda Martyrs

University do hereby declare that his dissertation was done by me and no other researcher has
ever presented it before for any academic award.

SIGN…………………………………… DATE…………………………

NAKATO SYLIVIA(RESEARCHER)
 APPROVAL

This dissertation has been submitted for examination under my approval as a supervisor.

Mr. KIYINGI GEOFREY Signature …………………………….

(Supervisor)
 Uganda Martyrs University.
 DEDICATION

I dedicate this work to my family, my father Mr. Sseguya Anatooli and my mother Mrs. Namuli
Rose Sseguya. Thank you for the financial and material support in my academic journey.
 ACKNOWLEDGEMENT

The completion of this research study has been a formidable task to me but remarkable people
have played key roles in the course of my accomplishments and so wish to a knowledge them.

Firstly, I would like to extend my heartfelt gratitude to my supervisor Mr. Kiyingi Geoffrey.
Thank you for the guidance, patience and constructive criticisms during the study. I have been
able to develop various skills during the course of this study. Thank you so much.

Secondly, I would like to extend my gratitude to my father Mr. Sseguya Anatooli and my mother
Mrs. Namuli Rose Sseguya. You have been my right hand during this course. You have been
there for me especially with the financial and material support towards my academic pursuit.
Thank you for loving me and supporting my education.

Lastly, to all people I approached during data collection for this research study. to those
respondents who answered the questionnaires and the head teachers who spared time to answer
questions in my interview. Thank you so much for turning up positively.May the Lord bless you.
 TABLE OF CONTENTS

DECLARATION......................................................................................................................i

APPROVAL.............................................................................................................................ii

DEDICATION........................................................................................................................iii

ACKNOWLEDGEMENT......................................................................................................iv

TABLE OF CONTENTS.........................................................................................................v

LIST OF TABLES..................................................................................................................ix

LIST OF FIGURES.................................................................................................................ix

LIST OF ABBREVIATIONS..................................................................................................x

ABSTRACT...........................................................................................................................xii

CHAPTER ONE.......................................................................................................................1

INTRODUCTION....................................................................................................................1

1.0 Introduction........................................................................................................................1

1.1 background of the study.....................................................................................................1

1.1.1 historical background......................................................................................................1

1.1.2 Conceptual perspective....................................................................................................2

1.1.3 Theoretical perspective....................................................................................................2

1.1.4 Contextual perspective....................................................................................................3

1.2 Statement of the problem...................................................................................................3

1.3 The objectives of the study.................................................................................................4

1.3.1 The main objective..........................................................................................................4

1.3.2Specific objectives............................................................................................................4

1.4 Research questions.............................................................................................................4

1.5 Scope of the study..............................................................................................................4

1.5.1 Content Scope..................................................................................................................4

1.5.2 Geographical Scope.........................................................................................................5

1.5.3 Time scope......................................................................................................................5

1.6 Justification of the study.....................................................................................................5

1.7 Significance of the study....................................................................................................6

1.8 Definition of key terms.......................................................................................................7

1.9 Conceptual frame work......................................................................................................7

CHAPTER TWO......................................................................................................................9

LITERATURE REVIEW.........................................................................................................9

2.0 Introduction........................................................................................................................9

2.1 Theoretical framework.......................................................................................................9

2.2 Ways in which school administrators cater for teachers’ welfare....................................10

2.3 Effect of COVID 19 pandemic to school operations.......................................................12

2.3.1 Closure of schools.........................................................................................................12

2.3.2 Advancement from physical to e-learning....................................................................14

2.4 Effect of COVID-19 pandemic on the welfare of teachers..............................................15

2.4 Conclusion........................................................................................................................18

CHAPTER THREE................................................................................................................19

RESEARCH METHODOLOGY...........................................................................................19

3.0 Introduction......................................................................................................................19

3.1. Research design...............................................................................................................19

3.2 Study population...............................................................................................................19

3.3 Study sample....................................................................................................................20

3.4 Data collection procedure.................................................................................................20

3.5 Sampling techniques.........................................................................................................20

3.5.1 Convenience sampling technique..................................................................................20

3.5.2 Purposive Sampling.......................................................................................................21

3.6 Data Collection Methods and Instruments.......................................................................21

3.6.1 Questionnaire.................................................................................................................21

3.6.2 Interview Guide.............................................................................................................22

3.7 Reliability and validity.....................................................................................................22

3.7.1 Validity..........................................................................................................................22

3.7.2 Reliability......................................................................................................................22

3.8 Data analysis techniques..................................................................................................23

3.9 Ethical consideration........................................................................................................23

3.10 Anticipated limitations of the study...............................................................................23

CHAPTER FOUR..................................................................................................................25

DATA ANALYSIS, PRESENTATION AND DISCUSION................................................25

4.1 Introduction......................................................................................................................25

4.2 Background information of the Respondents...................................................................25

4.2.1 Categories of Respondents............................................................................................25

4.2.2 Gender of Respondents............................................................................................25

4.2.3 Marital status of respondents.........................................................................................26

4.2.3 Age of respondents........................................................................................................27

4.2.4 Respondents on government pay roll and those who are not........................................28

4.3 Ways through which school administrators cater for teachers’ welfare..........................29

4.4 Effects of COVID-19 to the school operations................................................................31

4.5 Effect of COVID-19 to the welfare of teachers...............................................................34

4.5 Conclusion........................................................................................................................36
CHAPTER FIVE....................................................................................................................37

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..........................................37

5.0 Introduction......................................................................................................................37

5.1 Summary of findings........................................................................................................37

5.5.1 The ways through which school administrators cater for teachers’ welfare in Nkozi sub
county.....................................................................................................................................37

5.5.2 The effects of the COVID-19 pandemic on school operations in Nkozi sub county....37

5.5.3 The effects of COVID-19 pandemic to the welfare of teachers in Nkozi sub county.. 38

5.2 Conclusions......................................................................................................................38

5.3 Recommendations............................................................................................................38

5.4 Suggestions for further research.......................................................................................39

REFERENCES.......................................................................................................................40

APPENDICES........................................................................................................................44

Appendix I Questionnaire form for teachers about the effect of COVID-19 on the welfare of
teachers in Nkozi sub county..................................................................................................44

Appendix II: Interview guide for head teachers about the influence of COVID-19 on the
welfare of teachers in Nkozi sub county................................................................................47

Appendix III: Research introductory letter...........................................................................47

 LIST OF TABLES

Table 4.1 Results for gender of respondents (teachers)38

Table 4.2 Results for marital status of respondents39

Table 4.3 Results for ways through which school administrators cater for teachers’ welfare.
42

Table 4.4 Results for effects of COVID-19 to the school operations44

Table 4.5 Results for effects of COVID-19 to the welfare of teachers in Nkozi Sub-County.
47
 LIST OF FIGURES

Figure 1.1 Conceptual framework20

Figure 4.1 Age of the respondents40

Figure 4.2 Respondents on government payroll and those who are not41
 LIST OF ABBREVIATIONS

COVID-19 Corona virus disease 2019

E-learning electronic learning
Km kilo meter
SPSS Statistical Package for Social Science
STI Sexually Transmitted Infection
TV Television
UN United Nations
UNESCOThe United Nations Educational, Scientific and Cultural Organization
WHO World Health Organization
 ABSTRACT

The study was about the influence of the COVID-19 pandemic on the teachers’ welfare in Nkozi
Sub County,Mpigi district. The main objective of the study was to find out the influence of the
COVID-19 pandemic on the welfare of teachers in Nkozi Sub County, Mpigi District. The
specific objectives that guided the study were; to find out ways through school administrators
cater for teachers’ welfare in Nkozi sub county, to find out the effects of the COVID-
19pandemic on school operations in Nkozi sub county and lastly to find out the effects of
COVID-19 pandemic to the welfare of teachers in Nkozi sub county.
In this study, both qualitative and quantitative approaches were used and a case study design was
used in this study. The researcher chose 24 respondents to make up the sample in this study
including twenty-two teacher s and two headteachers. The researcher used convenience and
purposive sampling techniques for selecting the people in the sample. The researcher used
Interview and questionnaire methods for data collection in this study. The data collected was
analyzed using SPSS software; descriptive statistics, frequencies and percentages were used to
present the findings, tables and pie charts were also used to present the findings. The researcher
reported the findings from the interviewees verbatim for a logical flow of the report following
the research objectives.
The findings of the study revealed that providing meals to teachers while at work is one of the
best ways administrators can cater for their teachers’ welfare, 72.7% of the respondents agreed to
this since food is a basic physiological need. Similarly, on the effects of COVID-19 on school
operations, 40.9% and 59.1% of the respondents agreed and strongly agreed respectively that the
number of students reduced at school as directed by the MOES during the partial lockdown when
few students were allowed to return to schools leading to a financial crisis in schools. On the
same note, on the effects of COVID-19 on teachers’ welfare, it was revealed that payment of
allowances to teachers was not done during this COVID-19 period and 71.4% of the respondents
strongly disagreeing to the payment allowances which could boost the welfare of the teachers.
Theresearcherrecommended the teachers especially those affected severely by the effects of the
COVID-19 pandemic to learn the art of saving money as they work. Similarly, the researcher
recommended the teachers to invest in other enterprises like poultry farming other than relying
on the salary from teaching as this would help them to be self-reliant in case any other crisis
arises. The researcher further recommended the people to go for vaccination against COVID-19.
This would enable the biggest percentage of the people including school going children to be
safe from this disease and so schools may be opened without hesitation, teachers may also get
back to their jobs and their welfare may be improved.
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter discusses the background to the study, statement of the problem, objectives of the
study, research questions, the scope of the study, justification of the study, significance and
conceptual frame work of the study.

1.1 background of the study

1.1.1 historical background

It has been observed in the world today that the situation of most teachers around the globe is
deteriorating. The welfare, working conditions and the status of teachers are getting worse day
by day (Kitunga, 2009). The welfare of teachers is considered to be a pertinent aspect and so it is
very crucial for any education system all over the world, (Mwiti, 2007). In Uganda, earlier
research revealed that a number of transformations in the education sector have been made just
like elsewhere in the world due to COVID-19 pandemic (Ahimbisibwe, 2020). These include the
adoption of virtual or E-learning, closure of schools in addition to the change in curriculum.
However, there is no current research about the influence of COVID-19 on the teachers’ welfare,
more so in in Nkozi sub county, Mpigi District which this study intended to investigate about.

The COVID-19 lockdown led to a drastic fall in school financing especially in private schools
where teachers are now giving services on credit (Kamurungi, 2021). In various rural areas,
hard-to-reach rural schools have no teachers to teach semi candidate classes currently authorized
by the SOPs. This is attributed to inadequate funding; most learners are not allowed in schools
yet their attendance would increase the finances through school fee payments. In a study carried
out by Buhere (2012), about the relationship between the school level of funding and
performance in Kenya, the outcomes revealed a significant relationship between school funding
and teachers’ welfare and performance. The author recommended more funding to schools in
order for school heads to balance performance with welfare of their teachers.

1.1.2 Conceptual perspective

The word welfare may refer to different things or people depending on the perspective from
which one uses it. Mulenga, (2020), defines welfare as a state of motivation and satisfaction in
any community setting. Teachers’ welfare can be attributed to receiving allowances, meals at
school as a way of motivation in their performance in school. Cemmino (2021), defines corona
virus disease 2019 (COVID-19) as an illness that originated from China caused by a novel
corona virus currently called severe acute respiratory syndrome corona virus 2 (SARS-CoV-2;
formerly called 2019-nCoV). This has led to a number of issues and set-backs in education
sector, business sectors and other sectors leading to death of people, loss of jobs and other fatal
effects that may probably influence the teachers’ welfare in schools.
Welfare of teachers as earlier defined can refer to the presence of absence of the basic
requirements in school for one to perform the job. These may include teachers’ salaries,
allowances, breakfast, lunch, housing, medical insurance, and others (Lyimo, 2014). The
COVID-19 pandemic has led to changes in the schools’ setting leading to a drastic change to the
welfare of teachers in Nkozi sub county. The strain to the schools’ financial status catarised by
the pandemic has also geared a fall in the quality of services given to the teachers (Ahimbisibwe,
2020).

1.1.3 Theoretical perspective

Teachers’ welfare amidst COVID-19 was linked to the two-factor theory of Fredrick Herzberg,
(1959) as cited in (Sanjeev, 2016). The author wrote that Herzberg argued that, there are certain
factors at the work place that can cause job satisfaction while others cause dissatisfaction. The
author divided these factors into motivating and hygiene factors. The motivating factors are very
strong contributors to job satisfaction and include; challenging work, recognition and
responsibility (Nairuba, 2011). The hygiene factors however, are not strong contributors of job
satisfaction but must be present to meet workers expectations and prevent job dissatisfaction.
Hygiene factors include things like provision of employee accommodation, break tea, lunch, and
medical support to ensure that an employee is not dissatisfied and ultimately promote effective
employee performance, the Herzberg theory greatly contributes to understanding and shapes the
current study (Namuddu, 2010). Welfare of teachers in this case was regarded as a hygiene factor
since the focus is providing of staff housing, staff meals at school, medical care, allowances and
the school environment which have deteriorated due to the presence of COVID-19. This further
necessitated the need for this study.

1.1.4 Contextual perspective

Teachers’ welfare in schools during the COVID-19 pandemic period may have deteriorated
overtime since the closure of schools on march 18 th 2020. This was visible in most schools in
Nkozi subcounty as most teachers received very little or no payments, received no meals at
school, while some had lost their jobs. COVID-19 brought many educational programs to a
stand-still due to its widespread lethal effects. The SOPs at a time in Uganda did not allow
educational institutions to fully operate to avoid the spread of COVID-19. Basing on the
theoretical approach above, when some factors at work are missing, the workers may not be
motivated to work appropriately.

1.2 Statement of the problem

The welfare of most teachers especially in the private schools may have deteriorated due to the
impacts of COVID-19 (MOES, 2020). This resulted into poor performance of those teachers
affected and the persistence of the problem led to the drop out of many teachers from the
teaching service. According to Khisa (2020), poor welfare of teachers in districts like Mpigi and
other rural districts forced teacher to quit service. The author stated that many schools in this
area could not raise money to cater for teachers’ salaries, meals at school, transport and housing
allowances, medical bills. These were key issues for them to perform their duties. This was
visible in Nkozi sub county where learning and teaching were limited to a few learners and
teachers.

The outbreak of COVID-19 prompted the government under the MOES to design a preparedness
and response plan to the pandemic (MOES, 2020). According to Khisa (2020), the plan involved
the closure of education institutions on march 18 th 2020 and directing learning to be home based.
This may have been a big blow to the economic activities and employment opportunities that
revolve around education.

Several studies have been carried out in Uganda to find out the effects of COVID-19 pandemic
on the economic growth of the country, education sector and schools (MOES, 2020). However,
there is no literature so far that has been availed on teacher’s welfare in relation to the effects of
COVID-19, more so in in Nkozi sub county, Mpigi District. Therefore, this study intended to
bridge this gap.

1.3 The objectives of the study

1.3.1The main objective

This study intended to find out the influence of the COVID-19 pandemic on the welfare of
teachers in Nkozi Sub County, Mpigi District.

1.3.2Specific objectives

 To find out ways through school administrators cater for teachers’ welfare in Nkozi sub
county.
 To find out the effects of the COVID-19pandemic on school operations in Nkozi sub
county.
 To find out the effects of COVID-19 pandemic to the welfare of teachers in Nkozi sub
county.

1.4 Research questions

 How do school administrators cater for teachers’ welfare in Nkozi sub county?
 How does COVID-19 pandemic affect school operations in Nkozi sub county?
 What are effects of COVID-19 pandemic to the welfare of teachers in Nkozi sub county?

1.5 Scope of the study

1.5.1 Content Scope

This study evaluated the influence on COVID-19 pandemic on teachers’ welfare in Nkozi Sub
County, Mpigi district. This study particularly dealt with the ways thorough which school
administrators cater for the teachers’ welfare in the schools found in Nkozi sub county. the effect
of the COVID-19 pandemic to the schools and the effect of COVID-19 pandemic to the welfare
of teachers in schools found in Nkozi sub county.

1.5.2 Geographical Scope

The study was carried out in selected secondary schools in Nkozi sub county, Mpigi district. The
scope was limited to two secondary schools which were used by the researcher for data
collection. This helped the researcher to collect detailed data in the time available for the study.
The respondents were secondary school teachers and school administrators in the secondary
schools selected. this provided the researcher with the relevant information needed for this
research.

Nkozi is one of the Sub Counties in Mpigi District, Mawokota south a rural District in central
Uganda. Its headquarters are located a long Kampala Masaka Road, three (3) kilometers off
Kayabwe town council. According to the Uganda Bureau of statistics, its size is 187.3 square
kilo meters and its population is about 48200 people. Mpigi district is divided into two
constituencies namely; Mawokota North and Mawokota South, where Nkozi is located
(Muyomba, 2013).

The researcher chose this area because it is near by the researcher’s residence. Thisaided easier
data collection. The area also helped to minimize the costs that would be spent during data
collection to and from the schools. Lastly, the area had a number of schools; private and public
secondary schools and so rich detailed data about teachers’ welfare was collected.

1.5.3 Time scope

This study was conducted between May,2021 and November 2021. This is because it was a time
bound study that was supposed to be completed within the time limit of the course. During this
same period, the problem of poor teachers’ welfare was severe due to the lockdown and so the
suitable time for the study to be conducted. Therefore, the researcher used this time to collect
data, analyze it and write the final dissertation.

1.6 Justification of the study

The welfare of teachers in many Ugandan schools just like else-where in the world deteriorated
due to COVID-19 pandemic (MOES, 2020). These include, high rates of poverty, low incomes;
salaries and allowances, some have lost their jobs, Kiragga et al (2020). Kanyarutokye (2020)
also stated that Mpigi district had an overall performance of 4% below the minimum of 25% due
to limited funds and so the education sector suffered most. In some schools the head teachers
hardly provided lunch, allowances, transport, and some teachers were sucked by their school
heads due to the influence of the pandemic. In most schools especially in Nkozi subcounty,
teachers had to quit the profession for other businesses enterprises where they could earn a living
to improve their livelihood.

When such a problem is not addressed, more teachers especially in private schools are likely to
leave the service. Those who persevere in the system may not perform to their expectations
because they are not motivated to work. The result would be that the state, parents and other
stakeholders may not have value for the money they invest in education. Therefore, this study
was necessary to find answers to the questions posed by the COVID-19 pandemic to the
teachers’ welfare in Nkozi town council.

Secondly, this study was conducted as a requirement for the partial fulfilment of a degree of
bachelor of arts with education of Uganda Martyrs University.

1.7 Significance of the study

The teachers could be the first beneficiaries of this study. They may find better ways of adapting
to the effects of COVID-19 environment. This can be possible through being advised to plan
income generating activities to supplement their salaries. It may also help them to plan for their
finances in case of any other pandemic in the country.

The school administrators may also benefit from the study. They may find out more ways in
which their staff welfare can be improved. These include providing lunch, allowances,
promotions, housing, health care. This would help them to run their schools well and have
motivated teachers.

The Government may also benefit from the study. This can be effective when the government
gets to know the effect of COVID-19 on the welfare of teachers. This may be used in policy
making and regulation of the schools as far as the COVID-19 SOPs are concerned. It will also
help the government to increase financing in both private and public schools to ease the financial
stress in these schools.

1.8 Definition of key terms

COVID-19 is a disease caused by a new strain of corona virus. This disease, was formerly
referred to as ‘2019 novel corona virus’ or ‘2019-nCoV.’ The COVID-19 virus is a new virus
linked to the same family of viruses as severe acute respiratory syndrome (SARS) and some
types of common cold (Bender, 2020).

Teachers’ welfare, can be referred to as the proper working environment of the teacher as far as
basic needs at school are concerned. Binti (2021) defined teachers’ welfare as the ease to provide
all teachers with meals at school, housing facilities, medical insurance, and allowances.

Unemployment is a term referring to individuals who are employable and actively seeking a job
but is unable to find a job (Boateng, 2015). Very many teachers are qualified but cannot find a
job opportunity during this partial lockdown.

Stress is a state of mental and emotional strain and confusion resulting from the extreme
demands in the environment. Many teachers have developed stress during the pandemic due to
difficulty to take care of themselves and their families. This attributed to loss of jobs, low
payments leading to discomfort and confusion (Khisa, 2020).

1.9 Conceptual frame work

This is an illustration that explains the path of a research study and shows the relationship
between the variables of that particular research. In this section, the researcher showed the
criteria under which the influence of COVID-19 and also the teachers’ welfare were discussed
chapter two. Similarly other factors that could influence the two variables were also shown in the
framework.

Independentvariable Dependent variable

Influence of COVID-19 Teachers’ welfare

 Unemployment dependent variables

 Availing meals
 Poverty  Providing allowances
 Virtual learning  Medical care
 Housing for teachers

Intervening variables
 Government directives
 Type of school
 Qualification of the
teacher

Figure 1.1 Conceptual framework

The figure above shows how the influence of COVID-19 has affected teachers’ welfare in
schools. The influence of COVID-19 is seen under unemployment, poverty and virtual learning
in the schools. These have an influence on teachers, welfare like availability of meals,
allowances medical care and housing for teachers at school. However other factors like
government directives, type of the school, qualification of the teacher. These may not necessarily
be effects of COVID-19 but may also affect teachers’ welfare.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presented the literature particularly cited from around the world, local government;
country level and the district level. This review was organized according to the sub-themes
related to the study objectives namely, ways through which school administrators cater for
teachers’ welfare, effect of the COVID-19 pandemic to the school operations, effect of the
pandemic on the COVID-19 pandemic to the welfare of teachers.

2.1 Theoretical framework

The study was linked to the two-factor theory of Fredrick Herzberg (1959). He stated that, there
are certain factors at the work place that can cause job satisfaction while others cause
dissatisfaction. Herzberg divided these factors into motivating and hygiene factors. These are
very important for teachers while they perform their work.

The motivating factors strongly contribute to job satisfaction of an employee (Sanjeev, 2016).
The author wrote that the motivating factors help workers to grow professionally and increase
their competency at work. They include recognition of good performers, promotions at work,
challenging work. Nairuba, (2011) also wrote and said when a teacher is promoted or tipped for
good performance, one is motivated to worker harder and so grows professionally. This factor
suits the study and so important for school head teachers to adhere to this theory in response to
teachers’ welfare.

Similarly, the hygiene factors are not strong contributors to job satisfaction but must be present
for workers to meet their expectations and to prevent job satisfaction (Herzberg, 1959). The
author wrote that these factors are very key for every worker to have access to in order to work
effectively. They include availing meals for workers, medical care and insurance, housing, good
working environment for work. This is very crucial for all teachers to perform well in their
respective schools. Basing on this theory therefore, this study intended to find out how teachers’
welfare in schools was affected by the prevalence of COVID-19.

2.2 Ways in which school administrators cater for teachers’ welfare

Teachers’ welfare, can be referred to as the proper working environment of the teacher as far as
basic needs at school are concerned. Binti (2021) defined teachers’ welfare as the ease to provide
all teachers with meals at school, housing facilities, medical insurance, and allowances. Welfare
is a very crucial part of the teaching service. Teachers can be given some benefits while at work
which may include; meals, shelter, transport allowance and others. These may help to boost the
motivation of teachers during their service.

The welfare of teachers should be chiefly supported by the school administrators of which the
head teacher is a key player. Aiello (2010) defines a head teacher as the person responsible for
all activities that goes on in the school. The author stated that the headteacher’s role for as far as
learners and teachers’ welfare are concerned is very crucial in any given school community. This
is very true since the head teacher serves an administrative role in the school. In the case of
welfare for teachers, the headteacher must oversee all the activities that may improve the welfare
of their teaching staff.

This view of head teachers and staff welfare is supported by Aiello (2010) that head teachers of
secondary schools are the superior officers of their schools. The study states that the
headteachers are administrators who should give teachers the sense of direction in performing
their duties. The author observes that the head teacher occupies a central position in the school
system because he takes decisions on work, finances and people. Teachers’ job performance can
be influenced by the way head teachers guide them in their work and benefits they add to their
welfare in schools. It is to note therefore thatimprovement of teachers’ welfare by the school
administrators helps teachers to achieve the set goals of the school.

The Education Act (2008) stipulates that head teachers are supposedtosupervise allactivities in
school that take place in and outside the classroom. They are expected to moderate on how
teaching and learning takes place in school. Similarly, they are obligated to check on the
teachers’ performance, check on the students’ performance, take care of staff and students’
meals, medical care, housing, safety in school. Theheadteachers teachers are therefore obligated
with improving the quality of education by doing all the necessary provisions that will make
teaching enjoyable to teachers.

To add on that, Nsubuga (2008) evaluated the effect of head teachers’ leadership styles on
teachers’ welfare and school performance of selected secondary schools in Uganda. This study
revealed that effective school performance requires appropriate leadership from head teachers or
other school administrators, proper management of staff welfare amongst others. The study
revealed that school administrators who mishandle staff welfare often time have their schools
perform poorly. Headteachers who are autocratic sometimes, find it hard to know what the
teachers need for proper performance at school. These may include meals, housing, allowances,
health care, among others. These may help to make teaching enjoyable regardless of the deadly
pandemic COVID-19.

School administrators should provide welfare programs other than the basic needs of the teachers
to keep them motivated in service and to boost their jo performance. Naluwemba et al (2016)
revealed thatadministrators have no interest in providing welfare programs that promote
teachers’ self-esteem, performance and personal status. The study results indicated that
recreation and accommodation are rarely provided by administrators. The writer indicated
thatwhenever the issue of conditions of service like school trips, parties, housing, allowancesare
brought to table, head teachers hardly support it, claiming to be a liability to the school.
Administrators say, they are expensive and do not directly impact positively to their schools.
This is because such activities may increase the school expenditure but may not improve the
students’ performance and neither teachers’ welfare.

It is to be noted that “incentives” and benefits like school trips, parties among others appease
teachersNaluwemba et al (2016). It is also to note such benefits are a very crucial part of their
welfare. In agreement with the writer, the head teachers need to provide extra efforts in
motivating their teachers. They can do this by providing the teachers with parties, trips in order
to keep them interested and reduce stress caused by the COVID-19 pandemic, however, this
could financially constrain the school.

It is to be noted that many administrators have not involved their teachers in improving their
welfare. In a similar study, Ijosiga and Odubuker (2016) said that employee involvement is
neededfor excellent job performance. In the same study, it was stated that positive work attitudes
and proper welfare of the employees are also a strong pillar of excellent job performance for the
teachers. To involve employeesmeans to make them take part in an activity especially the school
activities. These may be positive motivators for the teachers and so may improve their welfare.

Poornima (2011) inIjosiga and Odubuker (2016) in a study to Evaluate staff involvement
programs in India found out that perception of employee involvement revealed significant
positive correlations with the perceived levels of job satisfaction, organizational commitment and
performance. In agreement with the writer, it is important for administrators to involve their staff
in solving the organization problems. For example, head teachers may call upon the teachers to
suggest ways in which their welfare could improve at such a time of COVID-19 in their
respective schools. Therefore, collaborative decision making is very crucial in improving staff
welfare.

2.3 Effect of COVID 19 pandemic to school operations

The breakout of the COVID-19 pandemic in the world came along with various impacts on the
economy of different countries (Schleicher, 2020). Every country had a different response to the
deadly pandemic depending on the level readiness and development. The education sector in
most countries suffered most because business was fully closed. In Uganda, according to MOES
(2020), the education institutions were closed on 18th March 2020 following the presidential
directive. Directive was affected without hesitation, however there have been a number of effects
of the COVID-19 pandemic to schools in Uganda.

2.3.1 Closure of schools

The pandemic necessitated the immediate closure of education institutions around the world to
prevent the risk of killing young population in schools. The UNICEF (2020) report shows that,
214 million learners worldwide from pre-primary up to upper secondary levels of education in 23
countries have missed at least three-quarters of physical classroom instruction time since March
2020 when the COVID-19 became endemic to the world. The report further shows that schools
in countries found in south America were affected the most with an average of 158 days on total
closure. These were followed by south Asian schools with an average of 146 day, eastern and
southern Africa 101 days and Uganda is part of this region. According to MOES (2020),
Ugandan government closed schools on march 18th 2020, hence fourth there was no physical
classroom learning for students in the country as a result of the COVID-19 pandemic.

The closure of Schools has boosted the learning crisis which existed even before the pandemic.
Asanov et al, (2021) noted in similar research that, most vulnerable children for example the
deaf, blind, lame have been adversely affected. In Uganda, such categories of learners have not
got a lot of hardship because inclusive education is not prioritized. Similarly, World bank (2020)
noted that the global school closures could result in a loss of approximately 10 trillion US dollars
in this period of full and partial lock down. A lot of funds have been lost for financing education
activities and the business services around education.

Teachers were scaredof overwhelming their students and were questioning the assessment of the
work students do (Asanov et al., 2021). They tried using a combination of different methods
which included oral presentations, projects and research assignments, and, homework evaluation.
The writer says that teachers emphasized difficulties with the evaluation of student involvement
considering: interaction with students in different subjects, the issue of inadequate evaluation
alternatives when classes organized via public TV and radios were in question, the pairing of
technology and individual needs of students, and ERT learning methods for students with special
needs. In agreement with the author, in Uganda, it is very hard to teach learners with special
needs via TV or via the internet yet it is the only way to go during this COVID-19 pandemic.
Early evidence from school closures at the start of the lockdown, suggests that there has been an
increase in the rate of early marriages and incidences of sexual violence to the children in some
countries (Reuters, 2020). The author says that there is are many families with high levels
poverty to hold on to parenting a number of teenaged girls and boys who could go in for
marriage. In Uganda, many young girls have been married off during the corvid pandemic for
their families to get dowery. Similarly, the involvement of children in most household chore and
child labor have increased due to closure of schools

2.3.2 Advancement from physical to e-learning

Ahimbisibwe (2020) defined e-leaning as the use of electronic software and interfaces to passing
on educational material from the facilitator to the learner. This includes the use of software like
zoom, Zuo conferencing, skype, telegram WhatsApp, Facebook, electronic mails and others by
the teacher and students to teach and learn. According to WEF (2021), the wide spread of
COVID-19 pandemic led to closure of schools worldwide leading to development of alternative
ways of learning using distance e- learning tools. The report shows 1.2 billion students are out of
class and so education should be undertaken remotely using digital platforms for continuity of
learning.

Data from recent research shows that over 90% of education sectors in different countries have
implemented at least one form of a remote learning approach (UNESCO, 2020). These include
radios, television or the internet. While remote learning technology is replacing the classroom
experience, some software allows learners to emulate classroom settings. The tv and radio class
sessions are difficult to conduct and not so effective in learning. Ahimbisibwe (2020) noted that
radio and tv sessions in Uganda were taken for granted and students seldom paid attention to
them.

TV and radio programs to be presented to the learners make interactive learning difficult.
Ahimbisibwe (2020) wrote that, digital technology such as the internet; personal computers,
tablets and mobile phones in contrast to the tv and radio means, may best suit and emulate the
classroom-like setting. The writer continues to say that in Uganda, most children would be able
to carry on online learning using their phones and the lucky one’s personal computers
(Kamurungi, 2021). In contrast with this opinion, many students would not afford to buy daily
mobile internet bundles to study on a daily basis. For those who could manage but in rural areas,
the internet connectivity is poor and so learning would not be effective.

The UNICEF report (UNICEF 2020) on digital connectivity, indicates that several countries that
had long-time school closure, also have low rates of internet connectivity. Many learners in these
countries including Uganda, missed out on both physical classroom instruction and internet-
based learning activities. In Uganda, most town schools including Kampala parents’ school, and
others coped with the e-learning programs and their learners did not mis out unlike those in deep
villages even without electricity. This in turn exposed the learners especially in rural areas of
Uganda to a severe risk of trailing behind in their academia. Therefore, most learners in Nkozi
subcounty were left out.

E-learning in Uganda has got difficulties making it harder to integrate into most primary and
secondary schools. Khisa (2020) noted that many schools in rural areas have limited resources to
support virtual learning. These include few and old computers, limited access to electricity,
unskilled teachers who cannot operate digital programs like video conferencing, zoom and
others. In most village schools including those in Nkozi sub county, the above factors limited e-
learning. Therefore, the transformation of learning from physical to digital e-learning during the
COVID-19 pandemic needs serious interventions to be effective.

2.4 Effect of COVID-19 pandemic on the welfare of teachers.

Welfare of teachers as earlier defined can refer to the presence of absence of the basic
requirements in school for one to perform the job. These may include teachers’ salaries,
allowances, breakfast, lunch, housing, medical insurance, and others (Lyimo, 2014). The
COVID-19 pandemic has led to changes in the schools’ setting leading to a drastic change to the
welfare of teachers in Nkozi sub county. The strain to the schools’ financial status catarised by
the pandemic has also geared a fall in the quality of services given to the teachers (Ahimbisibwe,
2020).

High poverty levels in schools due to COVID-19 have necessitated low allowance payments to
teachers. Lyimo (2014) carried out a study on teachers’ low payments in selected secondary
schools, a case study in Moshi Rural District, Tanzania. This scholar discovered that that
teachers’ allowances for example transport, housing, teaching, school duty allowances had been
abolished from the country since 1980. This followed the implementation of the world bank
financial programs at a time in that country. This severely affected teachers’ ways of living and
lessened their motivation to work. To agree with the author, when the teachers’ welfare is poor,
the service they give to the schools also becomes poor.

The study from Lyimo (2014) also revealed that most teachers left their jobs to find better
alternatives because the allowances were not adequate to supplement their salaries. In the current
study, teachers in secondary schools found in Nkozi sub county were given very low or no
money as salary or allowances due to limited income in schools due to limited populations of
learners to provide funding. This may depend on whether the school is private or public.
Depending on the high costs of living in this area, most teachers have run away from service to
join farming and other jobs in order to earn a living.

Similarly, motivating a teacher with transport to school is a very important aspect of their
welfare. Ikenyiri (2011) in Mazaki (2014), carried out a study on the needs of a teachers for
effectiveness in Nigeria. The researcher noted that enhanced transport allowance motivated a
teacher to be effectiveness in a classroom, also supported by Mazaki (2014) in a study about
welfare of teachers in public schools. The study is similar to this current study since both
consider teachers’ transport allowances as part of the teachers’ welfare. However, the present
research will be carried out in Nkozi sub county, in Uganda where the transport rates have been
hiked by the COVID-19 pandemic with restrictions on public transport. The schools barely give
transport allowances to the staff making it hard expensive to reach their respective schools.
Therefore, COVID-19 pandemic has made the transport expensive making it hard for teachers to
reach schools.

To add on that, the pandemic has closed doors for effective professional development of
teachers. In a similar study, Selemani (2013) explored teachers’ motivation and implementation
of professional development programs in rural districts of Malawi. The study found out that poor
allowances that teachers receive during internship training demotivate them from working. In
Nkozi sub county, secondary schools shut doors for who ever wanted an internship program with
them. This was done in a bid to control the spread of COVID-19. Similarly, those opportunities
that were accepted prior were then rejected and so many professional teachers furthering their
education had to wait until the lockdown is lifted to carry-on their internship. Therefore, the
pandemic has limited chances for teachers to increase the professionalism and professional and
internship training.

COVID-19 lockdown Has led to a drastic fall in school financing especially in private schools
where teachers are now giving services on credit (Kamurungi, 2021). In Nkozi subcounty, hard-
to-reach rural schools have no teachers to teach semi candidate classes currently authorized by
the SOPs. This is attributed to inadequate funding; most learners are not allowed in schools yet
their attendance would increase the finances through school fee payments. A similar study was
carried out by Buhere (2012), about the relationship between the school level of funding and
performance in Kenya, the outcomes revealed a significant relationship between school funding
and teachers’ welfare and performance. The author recommended more funding to schools in
order for school heads to balance performance with welfare of their teachers.

COVID-19 has disrupted the proper functioning of many private schools (UNICEF, 2021). The
report shows that many low-cost private schools in Uganda and other sub-Saharan African
countries have closed due to the effects of the pandemic. Alam (2021) in a similar study noted
that many private schools where hit by COVID-19 pandemic lockdown unlike the government
funded ones. The study showed that COVID-19 posed a risk to the continuity of learning for
millions of school-going children, especially those from poor families who are more likely to
afford less costly schools. Similarly, the same study noted that teachers’ welfare in such school
was deeply affected and for some have lost their jobs. The recommendations of the study
encouraged governments to revised the education policies in order to mitigate against COVID
19-induced risks to private schools.

In addition to that, many teachers lack proper housing amidst the COVID-19 pandemic in
Uganda. Teachers have been sent out of houses due to the failure to pay their rent obligations to
the land lords. In a similar study, Kadzamira (2006) in Mazaki (2014) evaluated teacher
motivation and incentives in Malawi. The findings of the study revealed that there was
inadequate housing for both primary and secondary school teachers. This is a very crucial
service to the teachers especially those who come to school from distant areas. A teacher who
comes from far may easily get excuses to be absent from school which may affect the learners.
Many private teachers lacked affordable housing facilities within a short commuting distance
from their schools escalating transport costs for teachers (Naluwemba et al, 2016). The
researcher recommended that government could give priority to rural areas in the construction of
teachers’ houses and or give simple loans to teachers for housing. In agreement with the
researcher, many teachers are struggling with housing facilities and so as COVID-19 hit the
education sector severely, it would be of help if loans and or grants availed to schools or
individual teachers for housing. This would greatly improve their welfare and performance in
their schools

2.4 Conclusion

The review of literature revealed that the welfare of teachers was greatly affected due to the
effects of COVID-19 pandemic on the education sector. Teachers’ welfare should be prioritized
to have proper performance of these teachers in their respective schools.
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter discussed the methods that the researcher applied while carrying out this research.
These included; research design, study population, targeted population, sample size and sampling
strategies, data collection methods and data analysis, validity and reliability of the study.

3.1. Research design

A research design refers to the choice of the researcher for the components of ones’ study
(Singh, 2006). According to Gimbi and Mbogo (2012), A research design is a plan for collecting
data by the use of interviews or questionnaires to a given sample of people. In this research, a
case study design was used. A case study refers to a research design where the researcher
concentrates on particular objects, places or people when collecting data (Haruna, 2010). It was a
case study because the design was easy to use and cheap in addition to the respondents being
selected from only two secondary schools in Nkozi sub county geographical location.

In this study, both quantitative and qualitative data collection methods were used. These methods
were used for purposes of drawing valid conclusions based on views got from oral informants as
well as the responses from those who filled the questionnaires. The use of both qualitative and
some quantitative methods concurrently is supported by Amin (2005) especially where the study
involves investigating people’s attitudes, opinions, habits or any of the variety of the educational
or social issue.

3.2 Study population

Population refers to a body of people or things under consideration for a given research
(Creswell, 2003). The study was carried out in two (2) secondary schools found in Nkozi sub
county; St Mary’s secondary school and Holy Trinity secondary school. This is because they are
nearer to the researcher’s current residential area and so helped the researcher reduce the costs
during data collection. There were two categories of respondents in the research; headteachers
and teachers. Head teachers were included in the study population because they were the chief
administrative officers of their schools and so responsible for their teachers’ welfare. Similarly,
teachers were included because they were directly affected by changes in welfare provisions in
their respective schools caused by the presence of the COVID-19 pandemic.

3.3 Study sample

A sample refers to some elements of the population that are considered for actual inclusion in the
study (Creswell 2003). The researcher selected 24 teachers and two (2) head teachers to be part
of the sample using convenient sampling and purposive sampling.

3.4 Data collection procedure

The researcher sought for an introductory letter from the Faculty of Education of Uganda
Martyrs university that introduced her to the respondents. Similarly, the researcher soughtfor
appointments with the headteachers and the teachers of the selected schools. The purpose of the
study was explained to the respondents and printed questionnaires were distributed to the
teachers and the researcher waited for a week for them to fill them since they are busy people
and are good at keeping documents due to the nature of their work. Some teachers filled the
questionnaires there and then and afterwards, the respondents were thanked for their vital
contribution in this study when collecting questionnaires from them.The headteachers were
found in their respective offices at their schools and the researcher interviewed them face to face
while noting the important answers they gave down on paper.

3.5 Sampling techniques

The researcher used purposive sampling and convenience sampling to select teachers and head
teachers respectively who participated in the study.

3.5.1 Convenience sampling technique

It refers to the non-probability sampling technique where the researcher selects the members who
are readily available to make up the sample (Haruna, 2010). The researcher only selects members
who are willing to participate in the study to be part of the sample. In this study, the researcher
concentrated on only 24teachers who were willing to participate and readily available in the
selected school’s community at that particular time. These made up the sample and fortunate
enough, they turned up positively.

3.5.2 Purposive Sampling.

Purposive sampling technique is a non-probability sampling method whereby a researcher selects

a number of things, people or objects that have one’s features of interest from the target
population to be part of the sample (Haruna, 2010). In the study, the researcher used purposive
sampling technique and two Head teachers were selected. Two head teachers were selected
purposively because they were the chief administrative officers of the schools dealing with staff
welfare in their respective schools. Besides that, by virtue of their respective administrative
positions, they were the only ones holding those positions. 24 teachers who teach in the two
selected schools were also selected out of the target population by virtue of their respective
positions in those selected schools.

3.6 Data Collection Methods and Instruments

Data was collected through self-administered questionnaires and interview guide.

3.6.1 Questionnaire
A questionnaire refers a form that contains a set of questions covering a number of aspects in a
study as a way of collecting data (Schroder & Carey, 2003). A questionnaire with close ended
questions with a 4 Likert-scale (1=strongly agree, 2 =agree,3= neutral4 = disagree, 5 = strongly
disagree), was developed by the researcher. This was developed by the researcher and used to
collect data from the selected respondents. The questionnaire with clear questions was developed
and used to collect data.

The questionnaire was used because the method collects a lot of information in short time.
Similarly, the information collected could be deemed credible unlike the interview guide where
on might directly quote the interviewee. The questionnaires were filled anonymously and so had
sections. Section A focused on the demographic data of respondents. Section B focused on the
ways how school administrators cater for teachers’ welfare. Section C focused on the effect of
COVID-19 to the school operations. Section D schools focused on the effect of COVID-19 on
the welfare of teachers.

3.6.2 Interview Guide

An interview guide is defined as an oral questioning interactive method where the interviewer
gathers information by questioning participants (Amin 2005). the researcher used an interview
guide in this study to collect non-numeric data from head teachers to back up numeric data. The
interviews with the teachers were done by interacting with the headteachers directly. The
interview

3.7 Reliability and validity

3.7.1 Validity

According to Huck (2007), validity refers to the ability of an instrument to measure accurately a
concept under study so that any observed differences are true and not the result of random or
constant errors. According to Gwimbi and Dirwai (2003), validity determines whether an
instrument determines accurately that aspect it is supposed to measure. The researcher ensured
validity of the instruments by discussing its contents with colleagues and the supervisor. This
helped the researcher to ensure consistency and relevancy of the questions in the instruments in
relation to the research objectives especially with the supervisor who provided guidance to the
researcher to make sure the instrument covered all the aspects in the research objectives.The CVI
was also calculated on the basis of two research experts’ judgement of each item rated relevant
or non-relevant. The CVI formula by Amin (2005) was applied; CVI = (Number of items
declared valid / total Number of items, the CVI was 0.88. After computing the CVI, the
researcher interpreted the CVI on the basis of George and Mallery (2003) rule: (a) 1 - 0.9
=Excellent (b) 0.8 – 0.89 = Good (c) 0.70 – 0.79 = Acceptable (d) 0.60 – 0.69 = Questionable (e)
0.50 – 0.59 =Poor (f) 00 – 0.5 Unacceptable. Therefore, the validity of the instrument used was
good.

3.7.2 Reliability

Reliability refers to the level of consistency of responses or research findings (Gwimbi and
Dirwai 2003) in (Huck,2007). The author stated thatreliability is directly related to consistency
of the research findings. In this study, quantitative and qualitative research designs will be used
to find out the impacts of COVID-19 on teachers’ welfare.To ensure reliability, the researcher
constructed a questionnaire with appropriate wording, simple, direct and familiar words were used in
order for respondents to clearly understand the questions. Similarly, the respondents were selected
without bias to ensure reliable findings in the study.

3.8 Data analysis techniques

Data collected from sample of respondents was computed and analysed using SPSS (Statistical
Package for the Social Sciences) software version 16.0. The results were presented in tabular
format using frequencies and percentages. Pie charts where also used to present the data in
chapter four.Findings from the interview were supplemented to the findings of the questionnaire
using a narrative analysis to quote the respondents verbatim. The results were finalised and then
used to write a report that is to be presented to the faculty of education for examination

3.9 Ethical consideration

An introductory letter to the schools was sought in order to affirm the respondents that the
researcher is a student dealing with academic research. This was presented to the head teachers
for the particular schools selected schools under the study. The researcher also presented the
same letter to the teachers who asked for it to be sure their information was asked for a good
purpose. The researcher also ensured that accurate and consistent data collected. Citation and
referencing were strictly followed addition to working closely with the supervisor to ensure that
proper procedures were followed in the study.

3.10 Limitations of the study

The researcher was faced with the challenge of COVID-19 pandemic SOPs. These presented a
problem of few respondents who were willing to participate in the study due to the fear of
interacting with strangers in a bid to prevent the spread COVID-19. However, this challenge was
overcome when the researcher put on a mask and moved with a sanitizer to show the respondents
that the researcher strictly observed SOPs and so collected data from them.

The researcher was also be faced with the problem of uncooperative respondents. Some
respondents were reserved and unwilling to share detailed information required for the study
especially during the interview. This was overcome when the researcher presented the
introductory letter from the faculty of education. This helped the researcher to get the required
data from respondents without hesitation.
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND DISCUSION

4.1 Introduction

This chapter presents the findings of this study entitled influence of the COVID-19 pandemic on
that eachers’ welfare in Nkozi Sub- County, Mpigi District. The objectives of the study were to
find out ways through school administrators cater for teachers’ welfare in Nkozi sub county, to
find out the effects of the COVID-19pandemic on school operations in Nkozi sub county and to
find out the effects of COVID-19 pandemic to the welfare of teachers in Nkozi sub county.

4.2 Background information of the Respondents.

4.2.1 Categories of Respondents

The study had two categories of respondents; teachers and head teachers. Teachers were given
questionnaires while headteachers were interviewed orally. 24 questionnaires were given out to
teachers but only 22 were completely filled indicating a response rate of 88%. The remaining
two questionnaires were halfway filled and so the researcher did not consider them for data
analysis. 2 headteachers were interviewed and both turned up positively indicating a response
rate of 100%.

4.2.2 Gender of Respondents

Table 4.1 Results for gender of respondents (teachers)

The table below shows the gender of the respondents who participated in the study. The data as
collected using questionnaire forms answered by teachers.

gender Frequency Percentage

male 10 45.5

female 12 54.5

Total 22 100.0

The results showed that 54.5% of the teachers in Nkozi were female while 45.5% were male.
More females participated in the study and were more available than the male teachers teaching
in Nkozi sub county. This could be attributed to the low payments from schools especially the
private schools during the COVID-19 period. Since both the male and female teachers are bread-
winners in their families, they look for other enterprises other than teaching to sustain good
welfare especially at home. However, males usually find more hard work that may require them
to move to longer distances other than women, a possible reason why more female teachers were
present in Nkozi during this study than male teachers.

The study similarly revealed that the respondents that were interviewed orally, (Headteachers)
one was a male and another was a female. The results show that the chances of employing
headteachers based on gender in secondary schools found in Nkozi sub county, Mpigi district are
equal. Therefore, there may not be gender inequality in giving employment opportunities to
teachers and headteachers in Mpigi district. Similarly, both male and female may have chance to
fully participate in school administration and leadership and so cater for teachers’ welfare.
4.2.3 Marital status of respondents

Table 4.2 Results for marital status of respondents

Table 4.2 shows the results for marital status of the respondents; teachers who answered the
questionnaire forms.

Marital status Frequency Percentage

married 17 77.3

single 3 13.6

widowed 2 9.1

Total 22 100.0

The results showed that 77.3% of the teachers in Nkozi sub county are married. This shows that
such teachers have got family responsibilities to take care of on a daily basis. In-case their
welfare is denied; like meals, health care and or delayed salaries, their lives could be in danger
and so does families be affected too. On the other hand, 9.1% of the respondents were widowed.
The COVID-19 pandemic has made it difficult for people to afford health care services due to
high poverty levels. This could lead to death of people who may not afford expensive hospital
services at such a time and so these widowed teachers could be bereaved victims of such a
situation.

4.2.3 Age of respondents

Figure 4.1shows the age of respondents; the teachers who answered the questions in the
questionnaire forms.
Figure 4.1 Age of the respondents

The results showed that 40.91% of the respondents were aged between 30-39 and it was the
modal age bracket. This shows that data was collected from mature and experienced teachers
who could have been in the teaching profession for quite long and so understand the importance
of good welfare at work. Similarly, such teachers could judge the difference that has been felt in
their respective schools in their welfare before and after the outbreak of COVID-19.
On the other hand, none of the respondents aged 60 years and above was registered. This could
be a result of this age bracket having the retirement age and so many teachers prepare for
retirement and some may leave teaching earlier, having invested in other enterprises. Therefore,
they leave this job for younger and energetic teachers who may find better alternatives to poor
welfare in their schools.

4.2.4 Respondents on government pay roll and those who are not

Figure 4.2 shows the teachers who were on government pay role and those who were nor. The
data was collected using the questionnaire forms answered by teachers.
Figure 4.2 Respondents on government payroll and those who are not

The results showed that 68.18% of the respondents were private teachers not on government
payroll. The COVID-19 pandemic presented severe effects to the education sector including
closure of schools where such teachers could earn some money. This means that the teachers in
Nkozi sub county who relied of salary from schools other than government payroll suffered most
during this pandemic and so they could ably report to the researcher how severe the effect of
COVID-19 pandemic was to their welfare. On the other hand, 31.82% of the teachers were on
government payroll. This means that such teachers suffered less with the effects of COVID-19 to
their welfare since they could receive their salary from the government even during the
lockdown.

4.3 Ways through which school administrators cater for teachers’ welfare

This was the first objective; to find out the ways through which school administrators cater for
teachers’ welfare. The researcher achieved this objective by asking teachers about the ways how
school administrators in their respective schools catered for their staff welfare through the
questionnaires. Similarly, the headteachers were directly asked questions about the strategies
they used to cater for the welfare of their teachers.

Table 4.3 Results for ways through which school administrators cater for teachers’ welfare.

Table 4.3 shows the results for ways through which school administrators. The data was
collected using questionnaire forms answered by teachers and additional data was collected from
the head teachers through the interviews.

The school
administration The school
The school The school usually administration
administration The school administration consulted provided
provided administration provides teachers on transport
housing provided health care how to allowances to
facilities for meals for services to the improve their teachers who
teachers in teachers in teachers in welfare in this came from far
this school this school this school school to this school

SD(%
) 9.1 0 36.4 27.3 13.6

D (%) 50 9.1 0 36.4 54.5

N (%) 0 0 4.5 22.7 4.5

A(%) 31.8 72.7 59.1 13.6 9.1

SA(%
) 9.1 18.2 0 0 18.2

N Valid 22 22 22 22 22

Missing 0 0 0 0 0
Mean 2.82 4.00 1.68 2.23 2.64
The results in table 4.3 above show 4.00 as the highest mean corresponding with the school
administration providing meals for teachers in school when they go to work. Majority of the
teachers; 72.7% agreed to this hence the highest mean. It is to be noted that food is a basic need
for all human beings and so teachers need to have meals at school as part of their welfare in
order to be motivated to work. It was revealed from the head teachers that regardless of the
financial constraints presented by COVID-19, a hungry teachers cannot teach students well. She
said “a hungry man is an angry man; I could afford at-most two meals; breakfast and lunch to
keep my staff motivated to work”, the head teacher from one school said. In addition, the study
revealed that the school administrators gave out food; posho and beans to their teachers even
when they were not actively teaching in class since the lockdown had set in but the school stores
were stocked with food.

On the other hand, 1.68 was the lowest mean corresponding the school providing health care
services to the teachers of which to many it was deprived. However, majority of the teachers
least considered this regardless of the ranking but instead considered the consultation from the
administration on ways how their welfare would best be done. 68.1% of the respondents revealed
that the school administration in their particular schools hardly consult them on what to improve
although some were sure whether such a move could be made by the schools. It would be
important for school administrators to consult their staff at such a moment of COVID-19
pandemic for best strategies to improve their welfare.

The findings from this study agree with Ijosiga and Odubuker (2016) in a study to Evaluate staff
involvement programs in India which found out that employee involvement revealed significant
positive correlations with the perceived levels of job satisfaction, hard work and good welfare for
the staff. In relation with the current study, 68.1% of the respondents revealed that school
administrators hardly consult them about the issues of welfare. The head teachers may be
autocratic in schools found in Nkozi and make independent decisions about staff welfare which
may not be easy and seen in (Nsubuga, 2008), whose study evaluated the effect of head teachers’
leadership styles on teachers’ welfare and school performance of selected secondary schools in
Uganda. This study revealed that effective school performance requires appropriate leadership
from school administrators, proper management of staff welfare.
4.4 Effects of COVID-19 to the school operations

This was the second objective; to find out the effects of COVID-19 to the school operations in
Nkozi Sub- County. The researcher achieved this objective by asking teachers about the effects
of the COVID-19 pandemic to the school operations in their respective schools through
answering the questions in the questionnaires. Similarly, the head teachers were directly asked
questions about the effects of the COVID-19 pandemic to the school operations in the schools
they led.

Table 4.4 Results for effects of COVID-19 to the school operations

The results about the effects of COVID-19 to the school operations were based on the answers
given by the teachers in the questionnaire forms they answered. Similarly, the head teachers were
also asked questions about the effects of COVID-19 to the school operations in their schools.
 the
number of school
students academic digital
that was tours learning
allowed in co- were the there was was
school by curricular organize health routine few accelerat
MOES activities d in this assem departme washing students ed in
decreased were school blies nt was of hands sat in a school to
at school carried before were strengthe at room to ensure
during out in schools done ned in different maintai continuit
partial this were in this points in n social y of
lockdown school closed shifts school school distance learning

SD
(%) 0 27.3 22.7 22.7 0 0 13.6 18.2

D (%) 0 59.1 77.3 36.4 4.5 27.3 0 31.8

N (%) 0 0 0 0 0 0 0 4.5

A (%) 40.9 13.6 0 40.9 63.6 45.5 68.2 40.9

SA
(%) 59.1 0 0 0 31.8 27.3 18.2 4.5

N Valid 22 22 22 22 22 22 22 22

Missing 0 0 0 0 0 0 0 0
Mean 4.59 2.00 1.77 2.59 4.23 3.73 3.77 2.82

The results in table 4.4 revealed that the decrease in the number of students required by the
MOES at school was the worst effect of COVID-19 to schools. This was revealed in the results
where the highest mean among the teachers’ responses was 4.59 corresponding with the above
effect. 40.9% and 59.1% of the respondents agreed and strongly agreed respectively that the
number of students reduced at school as directed by the MOES during the partial lockdown when
few students were allowed to return to schools. The candidate classes were prioritized at first to
enable them complete their final year in all secondary schools as directed by the minister of
education and sports. Both headteachers agreed that the decreased number of students further
reduced school finances but devised means like increasing farm production at schools in order to
support the number of teachers and students in addition to various other administrative strategies.
This was revealed from the interview the researcher had with the both headteachers respectively.
It was noted from the study that the decrease in the number of students from school due to the
need to adhere to the SOPs against COVID-19, decreased the income received by the schools
earlier.

On the other hand, the lowest mean for this category was 1.77 corresponding with academic
tours in schools. 77.3% of the respondents disagreed that academic tours were not organized in
schools during the partial lockdown when few students were allowed in schools. This meant that
students only relied on internal school lessons and seminars only instead of fieldworks, seminars,
practical discussion with sister schools. The head teacher of one school reported that external
academic tours were cancelled as a technique to lessen school costs during the pandemic and
prevent the spread of COVID-19 to school children and staff. However, this was important to the
lives of the students and staff although academic tours are important for expansion of knowledge
and real life.

In relation to the results from table 4.4, Ahimbisibwe (2021), noted that during the lockdown,
physical learning was impossible. This implied that the decrease of students in physical classes
or the total closure of education institutions was inevitable. This agrees with the results in table
4.4 where digital learning was the effects of COVID-19 to the school operations. This was used
by most schools to ensure continuity of learning in schools.
4.5 Effect of COVID-19 to the welfare of teachers.

This was the third objective; to find out the effects of COVID-19 to the welfare of teachers in
Nkozi Sub- County. The researcher achieved this objective by asking teachers about the effects
of the COVID-19 pandemic to their welfare through answering the questions in the
questionnaires. Similarly, the head teachers were directly asked questions about the effects of
the COVID-19 to the welfare of the teachers in their schools.

Table 4.5 Results for effects of COVID-19 to the welfare of teachers in Nkozi Sub-County.

The results about the effects of COVID-19 to the welfare of teachers were based on the answers
given by the teachers in the questionnaire forms they answered. Similarly, the head teachers
were also asked questions about the effects of COVID-19 to the welfare of the teachers in their
schools.

Transport
Teachers refund to
Teachers used to the
used to receive The teachers The
receive health school was The school
their services provided always school paid
salary on from the meals to done by provided water and
time in school teachers this housing electricity
this wheneve while at school for for staff All allowances were given
school r needed work always teachers quarters to teachers in this school

SD
(%) 54.6 22.7 9.1 22.7 13.6 18.2 71.4

D (%) 40.9 63.6 9.1 68.2 27.3 40.9 19.0

N (%) 4.5 4.5 0 0 13.6 40.9 9.0

A (%) 0 0 68.2 9.1 40.9 0 0

SA
The results in table 4.4 above showed that teachers allowances, as part of their welfare have been
significantly denied as a result of the COVID-19 pandemic. The results showed the lowest mean
being 1.38 with the majority of the respondents; 71.4% strongly disagreeing to the payment of
such allowances which could be highly significant to the teacher. It was also revealed that none
of the respondents agreed to this, indicating the level of financial constraint in schools as a result
of COVID-19 affecting the welfare of teachers through denial of allowances.
On the other hand, the highest mean was 3.68 corresponding with availing meals to the teachers.
68.2% of the respondents agreed that the schools provided meals to the teachers while at work.
This is very important because a teacher is motivated to work when one is satisfied. This was
supported by one of the headteachers who was interviewed; she said that a teacher can wait for a
delayed salary or allowance but cannot be denied food because they may not work, bringing
school operations at a standstill.

4.5 Conclusion

This chapter showed the results for the ways through which school administrators cater for
teachers’ welfare, the effects of COVID-19 to the school operations and the effect of COVID-19
to the welfare of teachers. Therefore, administrators at various secondary schools and other
learning institution should devise means to ensure good welfare for their staff in order to
motivate them teach well and supervise the various school operations at school without fail.
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the summary, conclusions and recommendations of the study in reference
to the influence of the COVID-19 pandemic on the welfare of teachers in Nkozi Sub County,
Mpigi District. The conclusions are drawn from lessons learnt in alignment with the objectives
and recommendations thereof and areas for further research.

5.1 Summary of findings

5.5.1 The ways through which school administrators cater for teachers’ welfare in Nkozi
sub county.

Thestudy revealed that that school administrators may cater for their teachers’ welfare through
availing meals to their teaching staff while at work. Food is a basic need for every human being
to be healthy as supported by Abraham Maslow’s theory of needs, it is a very good motivational
factor for one to work. It was therefore revealed from the study that availing meals to the
teachers while at work would motivate them to work well as their welfare at school is improved.
The study also revealed other ways in which the school administration may cater for teachers’
welfare which include; providing housing facilities, healthcare services and transport allowances
to the teachers in addition to consulting them on how best the school administration could
improve their welfare.

5.5.2 The effects of the COVID-19 pandemic on school operations in Nkozi sub county.
The studyrevealed that revealed that the decrease in the number of students required by the
MOES at school was the worst effect of COVID-19 to schools in Nkozi sub county. This was
revealed that the decrease in the number of students physically allowed in school, led to a
decrease in the finances to the schools. This made it hard for the schools to cater for teachers’
welfare with limited funding. Other effects of the COVID-19 pandemic to school operations
were; schools strengthened their health departments, digital learning was accelerated, routine
washing of hands, social distance was possible in schools and on the other hand, co-curricular
activities and academic tours were stopped by the school.

5.5.3 The effects of COVID-19 pandemic to the welfare of teachers in Nkozi sub county.

Thestudy revealed that majority of the teachers were not given allowances during the COVID-19
pandemic period. This is a big part of a teachers’ welfare and so denial of the various allowances
like transport allowances, weekly duty allowances, night prep allowances, meeting allowances
could discourage them from working well in their teaching service. Other effects included;
delayed salary payments to the teachers especially those in private schools, denial of health care
services, denial of transport allowances, schools could not pay for electricity and water bills for
teachers, for those living on staff quarters. However, the results showed that meals’ provision
was not severely affected by the pandemic.

5.2 Conclusions

The study revealed that availing teachers is the best way to keep them motivated to work. School
administrators should endeavor to provide meals in addition to healthcare, housing and timely
salary payments to their staff. On a similar note, the study revealed that the number of students
allowed in school being small constrains the cash inflow for the school constraining the school
operations. Lastly, denial of allowances to the teachers constrains their ability to work well.

5.3 Recommendations

Theresearcherrecommends the teachers especially those affected severely by the effects of the
COVID-19 pandemic to learn the art of saving money. Saving money should be done by the
teachers in various schools to help them in case of crises like the COVID-19 pandemic. The
teachers may join saving schemes, saccos, use banks or keep it by themselves if possible. This
would help them to overcome the financial difficulty faced in case any other crises arise.

On a similar note, the researcher recommends the teachers to invest in other enterprises other
than teaching. Teachers should learn to invest their money in income generating activities as they
teach to have other possible alternatives to rely on incase financial problems arise. Enterprises
like small scale farming, poultry keeping, trading, forex and other enterprises could add on one’s
income base. This would help teachers to be self-reliant incase their salary delays.

In addition to that, the researcher recommends the government to carry out massive vaccination
to the people of Uganda. The good move carried out by the government to vaccinate people
including all school going children from the age of twelve years should continue. The
government should increase the advertisements on televisions, radios, church and all possible
platforms for people to get vaccinated against the deadly disease. This would enable the biggest
percentage of the people including school going children to be safe and so schools may be
opened without hesitation. This would help the teachers to get back to their jobs and their
welfare may be improved.

5.4 Suggestions for further research

The following areas in relation to this research may be further investigated to achieve more
reliable information and ensure deeper understanding of the implications of COVID-19
pandemic to the welfare of teachers and other related staff in academia.

The influence of COVID-19 to the welfare of teachers in private schools in Uganda.

The influence of COVID-19 to the welfare of workers in examination bodies in Uganda.

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APPENDICES

Appendix I Questionnaire form for teachers about the effect of COVID-19 on the welfare
of teachers in Nkozi sub county.

UGANDA MARTYRS UNIVERSITY

I, NAKATO SYLIVIA, as part of the requirements for my study program, I am collecting data
on theinfluence of the COVID-19 pandemic on the teachers’ welfare in Nkozi Sub County,
Mpigi district from key stake holders of whom you are one. The purpose of this study is to find
out the influence of the COVID-19 pandemic on the welfare of teachers in Nkozi Sub County,
Mpigi District.
I kindly request you to participate in this study by answering the questions here-in.

SECTION A: BIO DATA

What is your;

1. Gender: male female

2. Age: 20-29 30-39 40-49 50-59 60 and above

3. Marital status: married single divorced widowed

4. Are you on government pay roll? Yes NO

SECTION B

Ways through which school administrators cater for teachers’ welfare

Please tick in the boxes below in accordance to level of agreement or disagreement with the
ways through which school administrators cater for teachers’ welfare in your school. Consider
the situation before schools were closed;
1 strongly disagree 2 disagree 3 neutral 4 agree 5 strongly agree

Statement Strongly disagree neutral agree Strongly

disagree agree

1 The school administration provided

housing facilities for teachers in this
school

2 The school administration provided

meals for teachers in this school

3 The school administration provided

health care services to the teachers in
this school

4 The school administration usually

consulted teachers on how to
improve their welfare in this school

5 The school administration provided

transport allowances to teachers who
come from far to this this school

SECTION C Effects of COVID-19 to the school operations.

Please tick in the boxes below in accordance to level of agreement or disagreement the possible
effects of COVID-19 to the school operations in your school, considering the situation before
schools were closed.
 statement strongly disagree neutral agree strongly
disagree agree
1 The number of students that was
allowed in school by MOEs decreased
at school during the partial lockdown.
2 Co-curricular activities were carried
out in this school
3 School academic tours were organised
in this school before schools were
closed
4 Assemblies were done in shifts
5 The health department was
strengthened in this school
6 There was routine washing of hands at
different points in this school
7 Few students sat in a room to maintain
social distancing
8 Digital learning was accelerated in
school to ensure continuity of learning

SECTION D
Effect of COVID-19 to the welfare of teachers.

Please tick in the boxes below in accordance to level of agreement or disagreement with the
possible effects of COVID-19 to the welfare of teachers, considering the situation before schools
were closed.
1 strongly disagree 2 disagree 3 neutral 4 agree 5 strongly agree
 statement strongly disagree neutral agree strongly
disagree agree
1 Teachers always received their salary
on time in this school
2 Teachers used to receive health
services from the school whenever
needed
3 The school provided meals to teachers
while at work
4 Transport refund to the teachers was
always done by this school always
5 The school provided housing for
teachers
6 This school paid water and electricity
for staff quarters
7 All the allowances were always given
to teachers in this school
THANK YOU SO MUCH

Appendix II: Interview guide for head teachers about the influence of COVID-19 on the
welfare of teachers in Nkozi sub county

1. What strategies did you use to keep your school operating amidst the financial crisis due
to COVID-19?
2. How did you handle the issue ofhousing for teachers in your school?
3. How many teachers were housed by the school?
4. How many meals would you afford to provide for your teachers in a day?
5. In which ways did COVID-19 affect the activities in your school?
6. How did you manage co-curricular activities in your school?
7. How did you manage MOH guidelines in your school?
8. What kind ofhealth care services did you provide to your teachers?
9. What criteria did you follow when providing allowances to your teaching staff?
10. What type of allowances did the teachers get in your school?
Thank you so much
Appendix III: Research introductory letter