~fhe impact of teachers’ strikes on the educational …
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~fHE IMPACT OF TEACHERS’ STRIKES ON THE EDUCATIONAL SYSTEM;
A CASE STUDY OF SCHOOLS IN BUGANGAIZI EAST CONSTITUENCY
KAKUMIRO DISTRICT
BY
MWOMEEZI MICHEAL
BAE/46408/151IDU
A RESEARCH DISSERTATION SUBMITED TO THE COLLEGE OF EDUCATION
OPEN DISTANCE AND E- LEARNING IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF ABACHALORS DEGREE OF
ARTS WITH EDUCATION AT KAMPALA INTERNATIONAL
UNIVERSITY
MAY 2018
DECLARATION BY THE CANDIDATE:
I MWOMEEZI MICHEAL hereby declare that this research dissertation entitled “The impact of
teachers’ strikes on the Educational system in schools in Bugangaizi East constituency Kakumiro
District is entirely my original work and my own effort except where acknowledged. It has never
been presented for the award of any degree or its equivalent in this University or any other
university or higher institution of learning elsewhere
Mwomeezi Micheal Date
(Student)
APROVAL
I certify that this Research has been supervised by
Mr. MUSIhkNTA GODFRID~ Date
(Supervisor)
DEDICATION
This report is dedicated to my parents Mr.& Mrs. Ndyanabo David for the time they missed me
while pursuing this course and their invaluable support rendered to me since childhood to this
stage of producing this report together with my brothers and sitters most especially Ruhweza
Christopher not forgetting my friends Tumwine Betty, Musiimenta Caroline, Kanjako Mark,
Orishaba Naboth, Atukunda Jonan Twinamatsiko Samuel and many more may God bless you
ACKNOWLEDGEMENT
I am very grateful to the entire academic staff, college of education, Kampala International
University for the knowledge they have imparted in me, which enabled me to conduct this
research.
My deepest and sincere gratitude goes out to my supervisor Mr. Musiimenta Godfrido who
tirelessly gave me endless guidance right from proposal development up to the end of this study.
He read through this thesis and made valuable suggestions, which sufficiently contributed towards
the completion of this study.
iv
TABLE OF CONTENTS
DECLARATION BY THE CANDIDATE~
APROVAL ii
DEDICATION iii
ACKNOWLEDGEMENT Iv
TABLE OF CONTENTS v
LIST OF ACRONYMS Vii
ABSTRACT VIII
CHAPTER ONE 1
1 .0 Introduction 1
1.1 Background of the study 1
1.3 Statement of the Problem 3
1 .4 Objectives 4
1 .5 Research Questions 4
1 .6 Research Hypothesis 4
CHAPTER TWOS 5
REVIEW OF RELETED LITERATURE 5
2.1 Strikes have these consequences 6
2.2 Effects of teacher’s strike on student’s academic performance 7
2.3 The effects of teachers strike on parents 8
2.4 Summary of the Review 10
CI-TAPTER TI-IREE: METHODOLOGY 11
3.1 RESEARCH METHOD 11
CHAPTER FOUR~ 12
DATA ANALYSIS PRESENTATION AND DISCUSSION 12
4.1 METHOD OF DATA ANALYSIS 12
4.2 PRESENTATION OF RESULTS AND DISCUSSION 17
4.3 PRESENTATION OF RESULT’S 17
V
4.4 DISCUSSION OF RESEARCH FINDINGS .18
CHAPTER FIVE 22
CONCLUSION AND RECOMMENDATION 22
5.1 SUMMARY 22
5.2 CONCLUSION 23
5.3 RECOMMENDATION 23
5.4 SUGGESTION FOR FURTHE~R STUDIES 24
REFFERENCES; 25
vi
LIST OF ACRONYMSMGLSD-Ministry ofGender Labour and Social Development
ULUA-Uganda Labour Union Act
UNATU-Uganda National Teachers’ Union
UNESCO-United Nations Educational, Scientific and Cultural Organization.
UNICEF-United Nations International Children’s Emergency Fund
IIEP-International Institution of&ucational Institute ofEducational Plsnning~
I
Ivii
ABSTRACT
This research was to find out the effect of teachers’ strike action on Educational system in some
selected schools in Bugangaizi East Kakumiro District
To accomplish the objectives Qf this study questionnaire was drown for 50 students and 35
teachers of between 19 years to 37 ages respectively were selected in the area of study. The data
collected was edited and simple statistical method was employed. The findings of this study
research revealed that; Strike is caused by irregularities of teachers’ salary. Indiscipline of students
in various schools and lack of a dialogue between Government and IJNATU all these result to
strike actions. The effects of these actions usually decrease the required academic performance of
students in secondary schools and it also leads to low morale in both teachers and students. The
following recommendations and suggestions according to this research if taken into consideration
will reduce or totally eliminate strike action. These are attractive remunerations, adequate
financing, adherence to collective bargaining, Provision of adequate education facilities and
infrastructure that will enhance learning and the use of dialogue in resolving conflicts among
others. Therefore the government of Uganda should put them into consideration so as to solve the
problem of teachers’ strike in Bugangaizi East and Uganda at large.
VI I
CHAPTER ONE
1.0 Introduction
This study was to investigate the effects of teachers’ strikes on the education system in Bugangaizi
East constituency Kakumiro District. Teachers’ strikes have been the order of the day in most
schools of the country such as schools in Kampala, Wakiso, Mbarara, Hoima and so on. Hardly
will an academic year end without teachers going or threatening to go on strike in Bugangaizi east
constituency.
Strike is a worker stoppage caused by the mass refusal of employees to work. A strike usually
takes place in response to employee grievances in order to force their employers to the negotiating
table usually asking for; increased wages, shorter work-hours, safer working conditions.
1.1 Background of the study
In Uganda teachers’ strikes have not been common compared to other countries like Kenya,
Nigeria West Virginia, South Africa, U S A and many more. In Uganda when Museveni took over
power in 1986 almost all schools were government owned but today out of about 20,000 primary
schools in the country 5200 are private owned and not given any support by the government.
In Uganda the educational sector is allocated little amount on the national budget which makes
teachers to earn very little amount of money compared to other African states like Kenya. The
trouble is that salaries for civil savants are determined by predetermined tiers in Ugandan
government meaning that increaSe from bottom must be cascaded upwards.
Teachers’ strikes in Uganda erupted when the government reneged on the promised pay rise by
20% but however they hard demanded 100% salary increment but they only accepted the
government offer because they were promised 20% increment in 20 13/14 this would have seen the
lowest paid teacher a salary rise from the current shillings 273000 to shillings 409500 before taxes.
Since then it has emerged that teachers’ strike could come out any worse time
The teachers had on June 25 given a 90 day notice of the strike if their problem was not met by the
government that is 20% salary increment which the government turned a deaf ear and after the
given period of time the strike broke out and the students were not taught and others returned back
home facing all the consequences of strike. In the course of the strike the former Minister Maj or1
Jesicca Allupo who was in char~e of Education ordered all teachers to head back to class or else
face dismissal. She also told journalists “an order is an order” meaning that teachers should go
back to class and teach by force no compromise no excuse. Since then the ministers statement was
another sign of how Museveni’s government “despised” teachers instead of listening to them and
solve their problem by having a dialogue they were ordered to go back to class and teach or be
dismissed.
President Museveni also had issued the same warning and vowed not to increase their pay and he
was reported saying “if they don’t want to teach, let them go and rear goats” in the end the
government belief that the education sector, teachers and lectures should take care of themselves
and not bother the government, this appeared to have remained unchanged. This reflects a trend of
the government abdicating its role to ensure quality education with rich schools and hungry
teachers.
In Bugangaizi East constituency of Kakumiro District they share the similar causes therefore the
solution given by Eregha (2001) should be employed in order to solve the problem of teachers’
strike in schools of Bugangaizi East constituency.
Eregha (2001) expressed his view~ on the probable cause, and solutions as seen below.
The percentage of repeated occurrence of strikes has become the concern of parents, psychologists
and social workers and all is anxious to eliminate it
The irregular payment of teachers’ salaries by the government, the year is not clear when the delay
in teachers ‘salaries started this leads to a strike action because teachers becomes demoralized and
frustrated. The effect of this was ‘seen in the teachers borrowing money for feeding with the hope
of getting paid in a short time. This ugly situation persisted until teachers became the laughing
stock of everyone From an oral interview carried out by me, it was seen that many of the teachers
became bi-professionals because according to the teachers they could no longer depend on
teaching alone for their survival instead of depending on the job which will not bring positive
reward at the end of the month where by many took to farming, trading etc in addition to the
teaching job.
The action (strike) usually poses a lot of negative effects on the students. This is because the period2
that should have been used to teach the students is spent at home all in the name of strike. This
makes it impossible to cover the syllabus and at the end of the day the students come out with
lesser knowledge than they ought to have acquired, thereby making it very hard for them to
compete with their counter parts that finished from private schools.
Parents are also not lefl out why did I say so? Because when they see their children at home in the
period of strike, they tend to be unhappy and very uncomfortable. Basically, the effect of teachers
strike on educational system in thQ effect of teachers strike on the education system in Bugangaizi
East is adverse and cannot be ignored because it is evident in the kind of products that graduate
from our school these days .In this vein there is the need to reduce strike and its effect to improve
on the teaching-learning outcomes in our school
Despite of huge investments in educational sector strikes have persisted meaning the major causes
are not clearly addressed.
1.3 Statement of the Problem
The effects of teachers’ strike on educational system over the years have been an issue that cannot
be overemphasized however a lot of investments have been injected in the educational sector by
the government stake holders, NGOs, and many others in order to see that there is better
performance in the academic system and the teachers are well motivated but it is as if the input is
low that is why strikes have persisted.
The problems associated with this study are a lack of provision of fringe benefits of the teachers,
low salary and lack of promQtion, shorter working days, political instability and lack of
government interest in education and these have affected the required learning process which
means the underlying cause of strikes have not been addressed adequately.
3
1.4 Overall objectives.
To asses the impact of teachers’ strike on educational system in Bugangaizi East constituencyKakurniro District.
Specific Objectives.
To establish the effects of teachers’ strike on educational system in Bugangaizi East Constituency.
To explore the causes of teachers’strike in Bugangaizi East
To find out the roles played by the government in fighting against teachers’ strike.
1.5 Research Questions
Does teachers’ strike affect the academic performance of students?
Does strike encourage riots and demonstration?
Does increase in the number of sc~hool dropout, as a result of strike?
Does delay in teachers’ salary lead to strike?
Does strike make teachers Bi-profrssional?
Does strike affect teachers’ commitment to work
1.6 Research Hypothesis
Based on the questions raised above the following null hypothesis are formulated.
There is no significant difference between teachers strike and academic performance of students.
There is no significant difference, between teachers strike and delay in the payment of salaries of
teacher. There is no significant difference between teachers’ strike and number of school drop out
of students there is no significant difference between teacher s commitments to work and efforts in
ajob assigned to him.
4
CHAPTER TWO:
REVIEW OF RELETED LITERATURE
Inspite of labour laws passed by Lthe government to ensure labour peace in Uganda: Labour unrest
is rampant feature hardly do we have a year without one group of work or other threats of embark
on strike. According to Emiolar (1992), labour unrest takes different forms workers may
sometimes issue threats to go on strike if their employers do not meet certain demands. This may
drug on for months and it can divert the attention of both the employer and employee to other
issues rather than increasing productivity. There is a worker to rule, sit down strike, wildcat strike,
demonstration etc. In some strikes the workers may have the right to go on strike when given a
tacit reorganization in the Uganda labour Union act in (2006). This requires that no member of the
labour union shall take part in a strike unless the majority of members have in a secret ballot vote
in favor of the strike. The Union dispute act makes it compulsory for the opposing party of any
striking group to report the case to the minister of labour who in turn will refer the matter to
industrial arbitration panels neither does the act permit any groups to go on strike after the matter
has been judged by the court. Therefore, it is not expected that workers would undertake any
strike.
The government has no doubt made several effects to curb it but she has not yet succeeded. The
strikes of (1956-60) the sit down pf the railway workers in the Easter African railway strike is one
of the few strike in the pre independence era.
Labour unrest has taken a new dimension since the formation of Ministry of Gender Labour and
Social Development (MGLSD) in (1995) therefore; many factors normally lead to industrial
unrest. Some of them are poor pay, lack of job security, poor environment, lack of promotion,
raising cost of living with out substantial increase in wage etc. However, some specific causes and
effects will be examined in this discourse.
This principle of universal suffrage tends to guarantee every citizen of age the right of free speech
and vote. He therefore has his part and role in the government of his country in almost all of the
political relations especially relations determined directly by legislation or governmental
administration in dealing with industrial problems. The position of the ordinary workers is exactly
5
the reverse. The employees may not have the freedom to share in decision making and at times has
his liberty abridged. The power tussles normally in any organization leads to comfits.
Another case of industrial strike union is over protection or over indulgence of the workers.
Management oflen complains of.its inability to discipline workers misbehaving on the job for fear
that the union would intervene by threatening the job actions as a result the patter in Uganda
workers to sleep on the job and even sabotage the production process. Often management refusal
to tolerate acts or terrorism to condemn efficiency precipitate in industrial conflict resistance to
change by employees at times leads to conflicts continuation in the modern world new technique
and approaches are being introduped but some number of employees view changes as a threat to
their job, Change tends to threaten those unorthodox but since most of the workers are poorly
educated, change necessary means they are being made redundant, Lucky ones with skills and
appropriate education are usually deployed. It is worth nothing because management often expect
workers to resist change, its not the change itself that cause resistance to change but it is the threat
which such changes posses to workers security status, good working conditions, relationships,
habits and routine in the organizational sector.
2.1 Strikes have these conseqtiences
The idle effect of industrial conflict bear on the workers’ organized labor employer and the state.
The workers morale may drop in the period of strikes especially prolonged ones. Thus, if this
happens the workers may not be able to produce to its optimum and at times reduce its dexterity.
A drop in workers morale may lead to quick labour turnover.
The employer of labour suffers a lot in the area of strike a stop in production will lead into increase
in fixed cost ofwhich must be paid for whether there is production or not. The implication of this is
that stuff already trained at the firm expenses may sell their service to other firm.
Strikes have many ways featured ~n educational sectors. Some of the causes of strikes in the school
suggested according to Eregha (2001) and are:
None payment of salaries and arrears for months, failure to promote teachers for years
Inability of the government to properly fund the schools, Undue interference by government in6
management of the school, poor condition of service and breach of collective agreement of the
government. And Bugangaizi east constituency experiences the same as suggested above.
Strike in all ramifications affects the school system as according to Eregha 2001, some of the
negative effects of strike in the secondary system are:
Loss of man hour that is hours, which workers did not utilize yet they will be paid for, disruption of
the school calendar, loss of years in school especially the teacher’s strike in2013 and 2017, poor
academic performance of the student’s since learning is not a sequential order, negative image for
Uganda certificate outside the country, increased school dropout and juvenile crimes because of
being idle, above all, it leads to low morale of teachers and leads to high labour turnover in
Bugangaizi East constituency.
According to Lovell (2002),says that teachers’ strike in o-level schools are attributed to defective
home discipline and environmental influence for example; there is overcrowding poverty,
unemployment, low moral standard, low payment of salaries, delinquency and others.
Environmental influence in Bugangaizi East as mentioned by this author as one of the causes of
indiscipline corresponds with the popular believe that the home of the child determines his
behavior in school work whether ~e is going to be a good student or those that will be causing riot
in the school environment where by leading to strike action.
The main review of related study for this research shall be under the following headings. Effects of
teacher’s strike on students’ academic performance, effects of teachers strike on parents and
process of promoting institutional peace and stability in Uganda
2.2 Effects of teacher’s strike on student’s academic performance
According to Nkwor (1979) says that to apply the best drug to cure the disease of strike action that
we must know the causes. He noted however that strike action are a form of getting attention from
the government in order to meet their needs (teachers)in Bugangaizi East some people argue that it
is wrong for teachers to go on strike the way they do these days. They also said that due to constant
teachers strike action in o. le~el schools in Bugangaizi East constituency, there has been
unnecessary mass promotion in order to meet the school calendar year stipulated as target by the
minister of education but the result is always a poor performances by the students in their external
7
examination i.e. Wakisha and U1\TEB.
As according to Orimi (1983) the effects of teachers strike leads to absenteeism by the teachers of
the school. In Bugangaizi East it makes the teacher to come to school whenever they feel like and
when they come they don’t have the interest of students at heart in terms of impacting knowledge
because they know that after the examination all the students will be promoted to the next class
even without acquiring useful knowledge this causes more harm than good in the educational
system and also in performance of student academically thus leading to poor performance in
schools in Bugangaizi East. /
2.3 The effects of teachers strike on parents
According to Oyieipieku (1983), in the environment of students stated that the major problem is
caused by inadequate facilities on environment which is caused by inadequate planning and
implementation. In Bugangaizi East there are classrooms which did not serve the rainstorm which
is paid for, it is said that those things (facilities) ought to be in place before enrolment of students
there by making parents of those children to contribute towards purchasing certain facilities that
are in short supply in order to keep teachers in school hence students are affected because the
teaching-learning environment dbes not favor or motivate the learning process in most schools in
Bugangaizi East.
Process of promoting institutional stability and peace in Uganda
According to Osasinyontola (1992) teacher would not have felt so badly about delay or
nonpayment of salaries if it had not been restricted to teachers’ only. If the government argues that
they have no money to pay to teachers and yet the government continues to pay salaries and
allowances ofother civil servants regularly. How can the teachers be convinced of the truth of such
argument?
Solution: The government should pay teachers’ salaries regularly and in time as it does to other
civil servants not only paying civil servants while teachers are delayed or not paid in order to make
teachers feel convinced of the truth thus will solve the problem of teachers strike in Bugangaizi
East.
8
According to Arubayo (1996) He stated that no job could be satisfying and well done without a
handsome package of fringe benefits, job satisfaction among others therefore prevention of strike
can be achieved among secondary school teachers if they are provided with enough incentives by
away of fringe benefits. In Bugangaiza East some of the workers argued within this view that
money and individual incentives have proved to be successful motivators in human effort therefore
the solution below clearly eliminates the problem of teachers’ strike in Bugangaizi East.
Solution: Teachers should be provided with enough incentives such as promotion, allowances,
rent transport and other rewards that motivate them to work and increase their effort to work.
As according to Usman (1992), the condition of teachers should be a matter of gear concern to all
patriotic citizens. The nation of the psychological contract states that there is an unwritten set of
expectation all time between every individual member of an organization. This implies that each
employee have expectation about such things as salary, working hours, benefits and privileges that
go with a job prestige and provision of working facilities which are hand capping workers. The
root cause of labour unrests, strike, and employee turn over is the branch of psychological contrast
Solution: All patriotic Ugandans should get concerned and work hand in hand to ensure that the
condition of teachers in Bugangaizi East and Uganda at large is raised by contributing on teachers’
salaries by paying PTA money which will improve on teachers’ benefits and privileges that go
with ajob prestige.
A correspondence of the daily times (January 15th(1996) writing under the caption “falling
standard of education” say that th~ attitude of the government towards teacher’s leaves much to be
desired. Teachers are always dowft trodden and their welfare ignored thus leading the teachers to
strike action.
Solution: The government should respect the welfare of the teachers and also uplift their status
because teachers are most important in the Bugangaizi East and the whole country at large because
through them the country is.
As according to Ukeje (1996) on~ of the main problems facing the teachers today in the teaching
profession is that ofpoor salaries this affects the status of teachers. This state of affairs has resulted9
into various strikes and low turn over among teachers, low turn over is an end result of frustration
and job dissatisfaction in schools in Bugangaizi East.
Solution: The government should increase on the teachers’ salaries. The parents, stakeholders and
organizations should also give their support in form of aid and PTA which will help to increase on
the teachers’ salary which will improve on the teachers’ standards of living and increase on
teachers’ turnover reduce on job frustration and dissatisfaction
According to Onyereten (1996), He observed that teachers have been ejected from their home duly
by land lord by not being able to pay their rents. In addition when they or their children fall sick
they do not even have money to go for medication I also found that the employers of labour by the
authorities and even the publics is unfortunate. They have found themselves in a fragile and
embarrassing position, laugh at by fellow civil servants, abused by pupils and parents alike and
neglected by the authorities, teachers have today sunk to the lowest strata of civil servants in
government schools.
Solution: The government should increase on the teachers’ salaries and also give medical
insurance, transport, rent and scholarship to their children so as to save the teaching profession
from being shameful and abusive in the society. I also call upon the NOOs, stake holders and
parents to work hand in hand so as to improve on the status of the teachers in Bugangaizi East so as
to reduce on the embarrassments the teachers are going through.
2.4 Summary of the Review /
The chapter is concerned with the review of some of the problems of teachers’ strike that is the
effect of teachers strike on education system.
The problem of teachers strike has been reviewed or looked into by many authors and writers in
their own perspectives. The Endings have greatly helped the researcher to able to put down some
of the causes of teachers strike. And these causes of teachers strike are lack of provision of fringe
benefit of the teachers’, low salary, lack of promotion, shorter working days and so on. Which
means that if the need or demand of the teachers’ are taking care of by the apprnpriate authority,
then strike will be a thing of the ~ast in the world and especially to Uganda in particular.
10
CHARTER THREE: METHODOLOGY
3.1 RESEARCH METHOD
This area describes the methodology employed in the study. It is aimed at explaining the procedure
used in selecting the research sample technique, the instrument, data collection procedure and the
statistical method employed in analyzing the data.
This study was a survey designed to ascertain the effect of teachers strike on educational system in
Bugangaizi East constituency of Kakumiro district. The target population for this study comprises
of all teachers and students in some secondary schools in Bugangaizi East.
The sampling techniques used in this study was the sample random sampling technique in which a
total number of 85 students and, teachers, that is, 50 students and 35 teachers were randomly
selected in five schools (5) in Bugangaizi East constituency by the use ofballoting method. Where
ten(l0) students from S.3 and seven (7) teachers from each schools made the total sample size of
eighty five (85) for the study.
The population is distributed as.follows;
Kisiita seed secondary school Kisiita Town council Kakumiro District
Blessed High school Mpasaana Kakumiro District
Mwitanzige academy SecondarySchool Kakumiro District
Nkooko’ Seed Secondary School,Kakumiro District
Nalweyo Secondary School Kakumiro District
From the above, a total of 85 were sampled at random. As a result of time factor and financial
constraints, the researcher was ui~able to use the entire secondary school population However, the
researcher visited the schools and administered the questionnaire to students in S3 with their
teachers at random.
The researcher administered the questionnaire personally. Through this methe ci, the researcher
was able to get the views of the tespondents.
11
CHAPTER FOUR:
DATA ANALYSIS PRESENTATION AND DISCUSSION
4.1 METHOD OF DATA ANALYSIS
The statistical technique used for data analysis in this study was the percentage. The numbers of
responses top yes and No, were collected and percentage found in each case. This is directed
towards the presentation of the data collected in the study, after which the analysis was carried out.
The presentation was mostly done in tabular forms. The statistical method employed was
percentage technique. Table 1 and Table 2 are age Distribution of teachers and students.
number of responsesPercentage
total number of respondents
Table 1: student (Age Distribution)
11 1’~1 1—1.)
13-16
16 and above
Table 2: Teacher’s (Age Distribution)
Age Respondent / Percentage %
25-29 5 14.3
29-33 10 28.6
33Andabove 20 57.1 --_________
Total 35 100
100
1
15
10 20
Age Respondent Percentage %
Total 50 100
30
25 50
12
Table 3: Does teachers strike make teacher’s bi-professionals?
Respondents Students Teachers —~
Number of responses 50 35
Yes responses 40 26
No responses ‘10 9
%ofyes 80% 74.3%
%ofno 20% 25.7%
Table 4: Does delay in teacher’s salary lead to teacher’s strike?
Respondents Students Teachers
Number of Responses 50 35
Yes of Responses .34 25
No of Responses 16 10 —
%ofYes ~8% 71.4
% of No 32% 28% —
Table 5: Does teachers strike constitute to the school calendar
Respondents Students Teachers
Number of Responses 50 35
Yes of Responses 41 29
No of Responses 9 6
% of Yes 82% 82.0%
%ofNo ,18% 17.1%
13
Table 6: Does frequent teachers strike affect teachers’ commitment to work?
Respondents Students Teachers —
Number of respondents 50 35
Yes of responses 25 22
No of responses 25 13
% of Yes ~0% 62.9%
%ofNo 50% 37.1% ——________
Table 7: Does Teachers strike affect teachers’ monthly wage?
Respondents Students Teachers
Number of Responses 50 35 —________
Yes of Responses 15 30
No of Responses . —
%ofYes 30% 85.7%
%ofNo 70% 14.3%
Table 8: Does strike increase the rate of adolescent pregnancy?
~ Respondents ~Students Teachers
Number of Respondents 50 35
Yes of Responses 31 6
No of Responses 19 29
%ofYes 62% 17.1%
% of No 38% 82.2%
14
Table 9: Does teachers’ morale drop in the period of strike?
Respondents Students Teachers —____________
Number of Respondents 50 35 ——
Yes of Responses 32 25
No of Responses 18 10
% of Yes 64% 71.4%
%ofNo 36% 28.6%
Table 10: Does lack of incentives lead to teachers’ strike?
Respondents Students Teachers
Number of Respondents 50 35
Yes of Responses 15 24
No of Responses 35 11
% of Yes 30% 68.6%
% ofNo ~70% 31.4%%
Table 1 1: Does teachers strike increase students’ dullness?
Respondents Students Teachers
Number of Respondents 50
Yes of Respondents 15
No of Responses 35
%ofYes 30%
% of No 70%
15
Table 12: Does strike affect teachers’ commitment?
Respondents Students Teachers —____________
Number of Respondents 50 —____________
Yes of Respondents 14
No of Responses 36
%ofYes 28%
%ofNo
16
4.2 PRESENTATION OF RESULTS AND DISCUSSION
This is directed towards the presentation of data collected in the study, after which the analysis was
carried out. The presentation was mostly done in tabular forms. The statistical method employed
was the percentage technique. Table 1 and 2 are age distribution of teachers and students.
4.3 PRESENTATION OF RESULTS
Does teacher strike have any significance effect on academic performance of the students?
Table 3 Shows that 80% said yes and 20% said no to the question one for student which implies
that 80% of the students agree that poor performance of students in school is d ~te to frequent
teacher’s strike while 20% thinks otherwise. Also on table three, 74.3% said yes and 25.7% said no
to question one, for teacher, which implies that 74.3% of teachers agree that strikes make teachers
bi-professionals while 25.7% thinks otherwise?
Table 4 shows that 68% said “Yes” and 32% said “No” to question 2 for students which implies
that 68% of students agree that reduce student’s interest in learning while 32% thi itks otherwise.
Also in table four 71.4% said “yes’s and 28.6% said “No” to question 2 for teachers which implies
that 71.4% of teachers agree that delay in teachers salary lead to teachers strike while 28.6%
thinks otherwise?
Table 5, shows that 82% and 82.9% said “yes” of students and teachers while 1 8°/b and 17.1%
said “Not” of student and teachers, which implies that both students and teachers ~iguee fiat strike
constitute problem to the school c,alendar(82% and 52.9%) while 18% and 17.1%) of both students
and teachers think otherwise
Table 6: Shows that there is a 50% chance of student’s rioting and demonstrating, arising from
teachers strike on question 4 for students. While also in table 6, 62.9% said “Yes” and 37.1% said
“No” to question 4 for teachers which implies that 62.9% of teachers agree that frequent teachers
strike affect teachers’ commitment to work while 37.1 %thinks otherwise
Table 7, shows that 30% said “yes” and 70% said “No” to question 5 for students which implies
that 30% of students agree that increase in number of school dropout result from teachers’ strike
while 70% thinks otherwise. Also table 7, 85.7% said “Yes” and 14.3% said “No” to question 5 for
/ 17
teachers which implies that 85.7% of teachers agree that strike affect teachers monthly wages
while 14.3% thinks otherwise. /
Table 8, shows that 62% said “Yes” and 38 said “No” to question 6 for students which implies that
62% of students agree that teachers’ strike increase the rate of adolescent pregnancy in the society
while 38% thinks otherwise. Als~ in table 8, 17.1% said “Yes” and 82.9% said “No” lo question 6
for teachers which implies that 17:1% of teachers agree that delay in teachers’ promotion leads to
teachers strike while 82.9% thinks otherwise.
Table 9, Shows that 64% said “Yes” and 36% said “No” to question 7 for students which implies
that 64% of students agree that frequent teachers’ strike leads to increase in crime rate amongst
students while 36% thinks otherwise. Also in table 9, 71.4% said “Yes” and 28.6 said “No” to
question 7 for teachers which implies that 71.4% of teachers agree that teachers’ morale drop in
the period of strike while 28.6% thinks otherwise.
Table 10 shows that 30% said “Yes” and 70% said “No” to question 8 for students which implies
that 10% Of students agree that los of lives of students during strike result from accidents while
90% thinks otherwise. Also in table 10, 3 1.4% said “No” and 68.6% said “Yes” to question 8 for
teachers which implies that3 1.4% of teachers disagree that lack of incentives leads to teachers’
strike while 68.6% think otherwise.
Table 11, shows that 30% said “Yes” and 70% said “No” which implies that 30% of the students
agree that teachers’ strike increa~es students’ dullness while 70% of the students think otherwise.
Table 12 shows that 72% of the students said “No” and 28% said “Yes” which implies that 28% of
students agree that parents find it hard to control their children during strike while 72% think
otherwise.
4.4 DISCUSSION OF RESEARCH FINDINGS
From the results presented in the study, the research findings can be discussed as viewed by the
students and teachers. The finding of the first research question was carried out using responses to
questions (1) for students and also questions (1) for teachers since 80% of the respondents
(students) agree that teachers’ strike affect academic performance of the studems. Then the
findings show that teachers’ strike has a negative effect on the academic performance of students18
since 74.3% of the respondents (teachers) agree that teacher strike makes teachers’ bi
professionals. Then it means that teachers get involved in other jobs due to strike.
The second research question wa~ carried out using responses to question (2) for students and also
questions (2) for teachers since 68% for students agreed that strike reduce students interest in
learning which is large in percentage then the research shows that teachers’ strike leads to
reduction in students’ interest in learning. Then, since 71.4% of the respondents (teachers) agrees
that delay in teachers’ salary leads to teachers’ strike. Then, the findings show that a delay in
teachers’ salary will definitely lead o strike.
The third research question was carried out using responses to question (3) for students and also
question (3) for teachers since 82% and 82.9% of the respondents (students’ and teachers) agree
that strike constitute a problem lo the school calendar. Then the findings for both students and
teachers’ shows that teachers strike constitute problem to the school calendar.
The four research question findings was carried out using responses to question (4), for students
and also question (4) for teachers since 50% of the respondents (student) agreed that teachers’
strike encourage riots and demonstration among students. Then one could conclusively say that the
findings shows that strike could lead to strikes and demonstrations among students since 62.9% of
the respondents (teachers) agreed that teachers’ strike affect teachers’ commitment to work. Then
the research findings show that teachers’ commitment to work is affected by strike.
The fifth research question was carried out using responses to question (5) for students and also
question (5) for teachers since 39% of the respondent (student) agrees that increase in number of
school dropout results from teachers’ strike. Then the research findings show that the number of
school dropout is not as a result of teachers’ strike since 85.7% Of the respondents (teachers) agree
that strike affects teachers’ affects teachers’ commitment to work. Then the research findings
show that teachers’ commitment to work is affected by strike.
The fifth research question wa~ carried out using responses to question (5) for students and also
question Steachers. Since 30% of the respondent (student) agreed that increase in number of school
dropout results from teachers’ strike. Then the research findings show that the number of school
19
dropout is not as a result of teaches strike. Since 85.7% of the respondent (teachers) agreed that
strike affects teachers ‘monthly wages.
Therefore the finding to the research question shows that teachers’ monthly salary could be
disturbed constant strike. The sixth research question was carried out using responses to question
(6) for teachers since 62% of the i~espondents (student) agreed that teachers strike increases the rate
of adolescent pregnancy in the society. Therefore, the research finding shows that increase in the
rate of adolescent pregnancy in the society is a result of strike. Since 17.1% of the respondents
(teachersO agreed that delay in teachers’ promotion leads to teachers strike. Then, the research
findings shows that delay in teachers p[promotion will not necessary lead to strike.
The seventh research questions was carried out using responses to question (7) for students and
also question seven for teachers. Since 64% of the respondents (students) agreed that teachers
strike leads to increase in crime rate amongst students. Then the research findings shows that
increase in crime rate amongst students is largely caused by strike since 71.4% of the respondents
(teachers) agreed that teachers’ morale drops in the period of strike then the findings indicates that
teachers morale declines in the period of strike
The eighth research question wasp carried out using responses to question (8) for students and also
question (8) for teachers since 30% of the respondents (students) agreed that the loss of lives of
students during strike results from accidents. Then the research findings to the question shows that
loss of lives to students is not as a result of strike since 68.6% of the respondents (teachers) agreed
that lack of incentives leads to teachers strike. Then the research findings show that lack of
incentives for effective teaching causes strike.
The ninth research question was carried out using responses to (9) for students since only 30% of
the respondents (students) agreed that teachers strike increases students’ dullness. Then the
research findings shows that increase in students dullness is not as a result of strike
The tenth research question was carried out using responses to question (10) for students since
28% of the respondents (students) agreed that parent find it hard to control their children during
strike. Then the research findings shows that parents finding it hard to control their kids a not as a
result of strike.
20
Conclusively, the findings above, will help the researchers to give useful suggestions on chapter
five on the effect of the teachers strike on the educational systems
21
CHAPTER FIVE:
CONCLUSION AND RECOMMENDATION
5.1 SUMMARY
This research study was meant to analyze the effect of teachers’ strike on the educational system of
in Bugangaizi East Kakumiro District
The effect of the teachers’ strike on educational system cannot be over emphasized. They not only
affect the student’s but also the ~chool, the parents and the society at large. These disorders have
had extensive and profoundly effects on the social academic life of the school. It is clear that even
before students’ income in the scl~iool promises, the appropriate body in charge of scheme of work
had already done so and if eventually there is strike, there would be delay in accomplishment, in
the sense that by application students’ cannot be learning in school while at the same time teachers
are at home on strike, since certain areas are meant to be covered within a given period. It thus
means that students have to start exactly from where they stopped before the strike broke out. in a
school where teachers are on strike, the effect that is immediate is indiscipline. Opportunity has
now come for the students to behave as they like for example students can now be seen roaming
within and outside the school premises during school hours. This could be as a result hangover of
parents’ weaknesses to control their ward while they are at home Onichuku v, (1991) secondary
administration. Much of the time is wasted in attempting to promote settlement on acceptance
scale, setting up of panels ofjudges, the government policy on address to the striking teacher.
On the part of the teachers this hang over of pour working attitude from the strike period lingers
on. it is manifested in the form of teachers being slowly in dispensing their lectures, planning their
lessons as well as controlling students (Agbarero B.J.) (1995) failing standards in schools.
Parents are not left out of the system. Their program for their children is been disturbed. A lot of
students are seen roaming about, indulging themselves in robbery and sexual immorality, given
rise to unwanted adolescent pregnancy resulting either in abortion or abandoning of children.
(Ndubusi U) (1980) “failing standard of education “.
22
5.2 CONCLUSION
The teaching profession has completely lost its impact, respect and authority in the community and
the country at large. From the analysis of the research on the studies, family and teachers’ defects
of their condition of service and the consensus of opinion, one may be tempted to conclude that
poor condition of service is one of the major causes of teachers’ strike which includes irregular
payment of delayed payment of salary and allowance, lack of respect for the profession and no
promotion as at when due, also strike affect teachers’ commitment to work.
These problems facing Ugandan. teachers today has gone along way in jeopardizing the students’
performances in schools and also reducing their interest in learning.
Many students met their interest their untimely death as a result of in and out of school due to strike
actions embark upon by teachers’ and it also leads to increase rate of adolescent pregnancy in the
society.
The family cycle is not is not left out of the suffering, they have lamented seriously erring their
view about strike action of teachers. Some blame the government while others the teachers, some
complained bitterly because of what they have lost their during strike
5.3 RECOMMENDATION
Based on the study so far and the conclusion drawn, the researcher has the following
recommendation to the school management including teachers and principles, government in and
parents so as to improve on the educational system.
It is advised that teachers should learn to be patient in the face of delayed allowances and arrears,
in case strike could be avoided. Immediately strike is called off, teachers should avoid unnecessary
delay in planning their lesson, di~pensing their lectures etc.
Despite the fact that that the remunerations of teachers has been positively appraised, teachers still
embark on strikes because of the failure of government to fulfill promises in the area of promotion
of teachers as at when due payment of long term arrears etc. The government should therefore
ensure prompt promotion of teachers, payment of allowances etc this would in turn avert the
resultant effect of strike on students’ teachers’ curriculum, parents and the society at large.
/ 23
Parents are advised to learn to curb their children even in the face of strikes. This could be done by
monitoring their study habits, engaging them with academic assignment at home, meaningful and
productive house hold chores (this is to help avoid children’s involvement in loitering and crime)
and also register them in extra-n~oral lessons. This recommendation if applied would result to
reduction of the children’s involvement in adolescent pregnancies.
Thus is proven by the general assertion that says “An idle mind is the devils’ workshop”.
In other words of Aka (1999) what do you think they would have been without the contribution of
the teachers?. There would have been a world of darkness, ignorance and illiteracy. People should
no longer look up on teaching as just a stop gap profession which they would jump in and out at
will, but that teaching increase the standard and quality of education in the general.
A country that has a high caliber of personnel can improve the lots of people and accelerate the
pace of technological development in the country.
5.4 SUGGESTION FOR FURTHER STUDIES
Most research studies can be characterized by what they fail to consider as well as what they
studied. The research has mainly assessed the impact of teachers’ strike on educational system in
Bugangaizi East but did not consider teachers’ strike on educational system in others areas.
Therefore the same study should be conducted but taking a large and diverse geographical area in
Uganda so as to enhance the auth,enticity and conclusions made herein,
There is also need to conduct a study on the setbacks made by other strikes in schools in order to
have a wide comparison of wide educational parametric.
24
REFFERENCES;
Agbareo BJ (1995). Falling standards in school, who is to blame. Nigerian statement
Wednesday june14
Aka Vision reporter (May 2015). Teachers strike in Uganda. Uganda Observers. Benin
City 5 (2): 3
Teachers ‘strike The Independent Uganda September 27th 2017
Ememiola 0 (1992). Employer and Employees in Nigeria. Ibadan: spectrum press
Eregha EE (2001), Effects of strike in the school system.
In Igbuebike, T (ed). The Nigerian school system.
Lovell K (2002). Education psychology and children. London University Press Limited
Nkwor J (1979) Nigerian Elite 4 February
Usaman A (1992). The Nigerian workers. If psychological 2(1)
Ukejje B (1996). “The teaching profession in Nigeria”. Ibadan: Macmillan publishers
Daily times (January 15t~l(1 996) “falling standards of education”
Orimi (1983) “mass promotion and students’ performance”
Oyieipieku (1983) “in the environment of students”
Osasinyontola (1992) “the impact of delay and non payment of teachers ‘salaries”
Arubayo (1996) “panning without facts” the impact of fringe benefits and incentives to
work
Onyereten (1996) “The strata of teachers in the society”
Aka (1994) “states owning teachers”
Onichuku v, (1991) secondary administration.
Ndubusi U (1980) “failing standard of education25