TEACHER CHARACTERISTICS AND THE QUALITY OF SECONDARY EDUCATION AT ORDINARY LEVEL IN ELGON ZONE, EASTERN UGANDA.

Abstract

This study examined the fundamental teacher characteristics relevant to secondary education and their influence on the quality of secondary education at Ordinary Level in Elgon Zone, Eastern Uganda. A mixed-methods cross-sectional survey approach was adopted. The broader study involved 31 headteachers, 159 teachers and 461 learners, complemented by qualitative engagement with education officials and selected school stakeholders. Data were collected through questionnaires, interviews, focus-group discussions and observation. Descriptive statistics and regression analysis were used for quantitative data, while qualitative evidence was analysed thematically and triangulated with quantitative findings. Teachers reported an overall mean of 3.95 on measured teacher-characteristics indicators, while learners reported an overall mean of 4.19. Fundamental positive characteristics included professional ethics, positive teacher–learner relationships, punctuality, learner motivation, constructive relationships with administrators, creativity, innovation, collaboration, professional development and appropriate professional boundaries. Qualitative findings also identified preparedness, commitment, communication, confidentiality and equitable treatment as important. Negative characteristics included absenteeism, lesson dodging, poor time management, inadequate preparation, discrimination, rudeness, excessive phone use, drunkenness, stress projection and sexual harassment. Regression models reported strong positive relationships between teacher characteristics and quality of education, with R values ranging from .78 to .88 and model significance values below .05. The study concludes that teacher characteristics are fundamental mechanisms through which curriculum implementation succeeds or fails and recommends strengthened professional development, instructional supervision, safeguarding of learners and teachers, ethical accountability and teacher welfare support.

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