| dc.description.abstract | Quality learning is a desirable aspect for every stakeholder in any education institution.
Consequently, this study investigated whether teachers’ working conditions affect the quality of
learning in selected UPE schools in Masaka Municipality, Uganda. Specifically, the study sought
to find out the influence of teacher’s workload on the assessment of teaching and learning, the
influence of the teacher’s compensation on the assessment of teaching and learning and the
influence of involving teachers in school decision making on classroom environment and
management. A cross-sectional descriptive research design with aspects of correlation design
was adopted where a total sample of 106 respondents including teachers and head teachers were
consulted. The primary data was collected using questionnaires for teachers and structured
interview guides for head teachers. Focus group discussions of 3 to 5 respondents were also held
with teachers during the course of the study. The researcher also conducted a bi-variate analysis
using the Pearson Chi-square and correlation in order to examine the relationships between
variables. The study revealed that teachers’ workload and teachers’ involvement in school
decision making as part of teachers’ working conditions influence the quality of learning while
teachers’ compensation has no significant relationship with the quality of learning.
The study recommended that: administrators should ensure that teachers have manageable
workload so as to become more effective and efficient in their respective classes for quality
learning, administrators should ensure that teachers use adequate instructional materials for all
the learners during the teaching learning process, and administrators should dwell much on
teachers’ workload and involving teachers in school decision making in order to enhance quality
learning rather than teachers’ compensation. | en_US |
