Professional development and socioeconomic well-being of teachers in selected secondary schools

Abstract

This study investigated the relationship between professional development and the socio economic well-being of teachers in selected secondary schools in Jinja City, Uganda. The study was guided by three specific objectives: (1) to examine the relationship between professional training and education and the socio-economic well-being of teachers; (2) to examine the relationship between continuous professional development activities—such as in-service training, peer collaboration, and mentorship—and teachers’ socio-economic well being; and (3) to explore how support systems, including administrative support, professional networks, and access to expert advice, contribute to teachers' socio-economic well-being. A cross-sectional survey design using a mixed-methods approach was employed. Quantitative data were collected from 315 randomly selected teachers using structured questionnaires, while qualitative data were obtained from purposively selected headteachers, deputy headteachers, school inspectors, and district education officers through interviews. Quantitative analysis was conducted using SPSS, applying descriptive statistics, Pearson’s correlation, and Regression coefficients, while qualitative data were analyzed through content analysis. The findings revealed a statistically significant positive relationship between support systems and the socio-economic well-being of teachers (r = .391, p < .001), with support systems accounting for 15.3% of the variance in socio-economic well-being (R² = .153). The regression model indicated that support systems significantly predicted socio-economic well being (β = .592, p < .001). Similar associations were observed with professional training and continuous development initiatives. The study concluded that professional development and robust support systems are critical in improving the socio-economic well-being of teachers. It recommends increased investment in teacher training and development programs, strengthened institutional support mechanisms, and policy reforms aimed at improving teacher welfare for enhanced educational outcomes