Impact of Housing Provisions for Teachers on Students’ Academic Performance in Public Secondary Schools in Sheema Municipality, Uganda
1,* Val Hyginus Udoka Eze, 2Kaganda Latif and 2Turyamureeba Silaji
1Department of Publication and Extension, Kampala International University, Uganda
2Department of Educational Foundations, Kampala International University, Uganda
*Corresponding Author: Val Hyginus Udoka Eze, udoka.eze@kiu.ac.ug, Kampala International
University, Western Campus, Ishaka, Uganda (ORCID: 0000-0002-6764-1721)
This study investigates the influence of housing provisions for teachers on students’ academic performance in public secondary schools within Sheema Municipality, Uganda. It is guided by Herzberg’s Motivator-Hygiene Theory, Expectancy-Value Theory, and Maslow’s Hierarchy of Needs, emphasizing the importance of adequate housing, meals, and medical insurance in enhancing teachers’ welfare. Utilizing a mixed-methods approach, the research involved a target population of 570 individuals, including teachers, head teachers, and education officials from eight government-aided schools. Data collection employed both qualitative and quantitative methods, including questionnaires and interviews. Analysis revealed that inadequate housing significantly hinders teacher attendance and punctuality, ultimately impacting student performance. Regression analysis indicated that housing provisions accounted for 35.2% of the variation in student performance, establishing a significant correlation between teachers’ housing and their effectiveness in the classroom. The findings advocate for improved housing policies as a strategic initiative to bolster educational outcomes in Sheema municipality.
Keywords: Teacher housing, Academic performance, Sheema Municipality, Teacher welfare, academic performance
CITE AS: Val Hyginus Udoka Eze, Kaganda Latif and Turyamureeba Silaji (2024). Impact of Housing Provisions for Teachers on Students’ Academic Performance in Public Secondary Schools in Sheema Municipality, Uganda. Research Output Journal of Education 4(1):1-10. https://doi.org/10.59298/ROJE/2024/41110