Assessing Organisational Factors’ Influence on Work Engagement of Primary School Teachers in the Acholi Sub-Region of Northern Uganda
Abstract
This paper presents the influence of organisational factors on the work engagement of primary school teachers in selected primary schools in four districts of northern Uganda. In the cross-sectional survey research design, the study employed qualitative and quantitative data collection methods, focusing on quantitative approaches. Data were systematically collected from a sample of 326 participants using a self-administered questionnaire. The findings revealed that teacher absorption was as high as the personal self-efficacy of teachers, but teacher dedication and teacher vigour were moderate. In addition, organisational factors, leadership support and social support were fair. However, moderation analysis revealed that organisational factors had no clear moderating role in the influence of individual characteristics of the work engagement of teachers. It was concluded that organisational factors in the form of leadership and social support were essential for the engagement of teachers. Therefore, it was highly recommended that headteachers, education officers, and other stakeholders involved in the management of schools should consider providing leadership support and promoting social support in schools. It was also recommended that organisational factors should be emphasised in all the primary schools to promote effective work engagement of teachers
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