| dc.description.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 | en_US |
