Perceived Support and Teacher Engagement in Secondary Schools in a Rural District in South-Western Uganda
Abstract
Hard to reach schools in rural districts experience many challenges including harsh environmental conditions, financial difficulties, lack of school buildings and shortage of teachers due to their locality. Teachers who accept to join such schools tend to be disengaged because of poor working environments. This study sought to identify factors related to teacher engagement in secondary schools in rural hard-to-reach areas in Uganda. Generally, the study assessed the relationship between head teachers perceived support and teacher engagement in secondary schools in Buhweju district a hard-to-reach rural district in south-western Uganda. Specifically, the study tested whether perceived support in terms of training, pay and promotion related teacher engagement. This correlational study used a sample of 220 teachers. Data were collected using a self-administered questionnaire and were analysed using the quantitative approach. Data were analysed using Partial Least Square Structural Equation Modelling (PLS-SEM) using SmartPLS 4 testing the link between the study variables. The findings revealed that while pay and training had a positive and significant relationship with teacher engagement, promotion support had a positive but insignificant relationship with teacher engagement. The conclusions of the study were to the effect that while pay is essential for teacher engagement and training is imperative for teacher engagement in hard-to-reach secondary schools in rural districts, promotion is not a probable requirement for teacher engagement in the hard-to-reach secondary schools in rural districts. Therefore, it was recommended that head teachers of secondary schools should provide pay support to teachers, and prioritise providing training to teachers but promotion should not be overemphasised
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