Job Satisfaction of Teachers in Mukono Town: A Correlate to Social Factors?

Abstract This was an exploratory study about job satisfaction of teachers in Mukono town as a correlation to social factors. This was after the realisation that many Ugandan teachers were not satisfied by the conditions of their work [lower salaries, unsupportive parents, lack of career development, job insecurity, undisciplined pupils, lack of stipends, etc.] and this was bound to affect the teachinglearning process. The study specifically sought to achieve the following objectives: to examine the social factors which determine job satisfaction of the teachers in Mukono town; and to identify strategies for improving the job satisfaction of the teachers in Mukono town. To achieve the stated objectives, the study was guided by the following research questions: what social factors determine job satisfaction of the teachers in Mukono town? What strategies can improve job satisfaction of the teachers in Mukono town? The study design took the form of a case study of job satisfaction of teachers in Mukono town as a correlate to social factors. The study also involved purposive sampling in which the data sought were qualitative. A purposively selected sample of five secondary schools and 50 respondents was involved in the study. From each school, 10 teachers were selected. The data were collected using interviews and observations for primary data and documents analysis for secondary data. The data were analysed qualitatively through the literal description and narrations of the emerging issues out of which authentic conclusions were drawn. The study found out that job satisfaction of teachers is determined by a multiple of social factors that included salary, training, administrative, parental and community support, school culture, motivation and emotional strength. Further, the study found out that job satisfaction of teachers needed a multifaceted approach involving counselling and motivation [salaries and stipends]. The study recommends that education planners, policy makers and other stakeholders should consider job satisfaction of teachers as a major determinant in the efficacy and efficiency of the teacher to guide the teaching-learning process. This calls for incentives, policies and programs that enhance the esteem, confidence and satisfaction of teachers. For example, scholarships or loans for the teachers’ education, stipends for teaching in areas typically hard to reach, discounts, coupons and medical insurance among others. The study also recommends the alignment of teacher salaries with other fields as an ideal intervention to make the education profession attractive. Counseling should be made part of the induction process of teachers as one way of reassuring them and creating job satisfaction in their work. Incentives that give teachers esteem, confidence and job satisfaction such as scholarships, low interest loans, discounts, medical insurance and stipend should be considered.The study concludes by noting that job satisfaction of teachers will be hard to realise in Mukono town in particular and Uganda as a whole given the indifference and prejudices of the education planners, policy makers, politicians and other stakeholders about the plight of Uganda’s teachers. This will continue not until those who wield influence and power realise the importance of teachers in nation building and the transformation of society