Teacher perceptions of welfare programs: a tripartite case study of private secondary schools in Wakiso Subcounty, Wakiso District

Abstract

Due to complications reported in teachers‘ welfare provision in Wakiso District, this study explored teachers‘ perceptions of welfare programs in three private secondary schools in Wakiso Sub-county, Wakiso District. It had three objectives, namely, to find out the particular categories of welfare programs that are prevalent, to find out how prevalent welfare programs fulfil teachers expectations and to examine challenges involved in the provision of welfare services in those schools.. The study employed a tripartite descriptive case study design using a qualitative approach. Data was got from 17 respondents including 14 teachers and three administrators purposively selected from three private secondary schools. The data was collected using two interview guides supported with data from documentary analysis and observation for triangulation, and was analysed thematically. The study discovered that the most prevalent categories of welfare are in-kind supplements and instructional resources while monetary allowances and bonus benefits are the least prevalent. It further discovered that, generally, the prevalent welfare programs moderately succeeded in fulfilling teachers‘ expectations. Specifically, teachers were satisfied with their meals, instructional resources and CPD programs but dissatisfied with their accommodation, allowances and bonus benefits. Finally, the study established that the major issues in the provision of teachers‘ welfare programs are school‘s financial status, welfare management, legislation and participation of teachers and other stakeholders in welfare planning and implementation. It was concluded that improvement of teachers‘ welfare service delivery, and thus their satisfaction of welfare programs would require a combination of financial improvement and legal policies. The study recommended that private school proprietors and managers setup an equivalent of PTA fees in their schools to pool welfare finances and also formulate private standing orders to guide welfare implementation.