Olivier PIEUME, PhD Presentation to 9th International Policy Dialogue Forum 5-7 December 2016 Siem Reap, Cambodia

1. Teacher Motivation and Teacher Education:
Evidence based from Uganda
Olivier PIEUME, PhD
Education Policy Analyst & Labor market Specialist
Pole de Dakar/IIPE-UNESCO
https://www.iipe-poledakar.org
Siem Reap, December 2016

2. INTRODUCTIONINTRODUCTION
 The presentation is based on our own practical experience during the
diagnosis of teacher issues in Uganda from 2010 to 2013.
 The study collected many quantitative and qualitative data from EMIS, teacher
training institutions… It also carried out interviews with authorities and
organized a national survey on teacher job satisfaction.
 Analysis of these data reveal important findings that supported key
recommendations.
 The presentation will sort out some results related to teachers education and
teachers motivation. The objective will be to open debate on the validity for
others countries and the implication for Education 2030 Teacher Targets.

3. OUTLINESOUTLINES
1. The existence of the two way of training programs ( pre
and in-service) allow to qualify more teachers
2. They (training programs) do not attract weakest students
3. However, majority of teachers are demotivated some
years after leaving the training school
4. This leads to many consequences for the education system
5. Fortunately room exist to alleviate the situation

4. The existence of the two way of training programs ( pre and in-The existence of the two way of training programs ( pre and in-
service) allow to qualify more teachers (1/2)service) allow to qualify more teachers (1/2)
 Education system has exigence in terms of teachers qualification
 Teachers to be qualified should hold at least a Grade III certificate
obtained after a two-year training in primary teachers colleges (PTCs) .
 Other award involve a Diploma in Primary (Grade V primary) that is
obtained after 1 year of (in-service) training after getting the Grade III.
 The minimum entry requirement is O Level with pass in 6 subjects and
entry to PTC programme is dependent on successful completion of
UCE (Uganda Certificate of Education) examination.

5. The existence of the two way of training programs ( pre and in-The existence of the two way of training programs ( pre and in-
service) allow to qualify more teachers (2/2)service) allow to qualify more teachers (2/2)
 The capacity of the education system to train qualified teachers has
increased but there are doubts on the quality of training in PTCs
 There are 45 PTCs in Uganda owned and funded by the government.
23 run both pre- and in-service programmes and 22 are have only pre-
service programmes.
 The percentage of unqualified teachers has decrease from 12% in 2007
to 2% in 2013. This following the provision of in-service courses to
certify unqualified teachers.
 Every year, PTCs are ranked according to the global pass rates of the
College. The analysis show that the majority of good PTCs are good
because they trainees had initially good skills; so the direct effect of
PTCs on students’ performances is limited.

6. Teachers training programs do not attract weakest studentsTeachers training programs do not attract weakest students
 The idea that the teaching profession does not attract the best
academically talented students is to be challenged.
 The table below compares UCE scores distribution in 2009 for all UCE
candidates with the 2009 UCE score obtained by Grade III candidates in
2011, who supposedly took the UCE exam in 2009.
 It show that Grade III candidates in the sub-sample of PTCs were not
among the lower achievers at UCE.
Division All UCE 2009 Candidates 2011 Grade III PTC
I (8-32) 7.6 3.8
II (33-45) 18.5 40.3
III (46-58) 27.0 55.3
IV (59-69) 42.4 0.6
VII-IX (70 and beyond) 4.4
X 1.8
Total 100.0 100.0

7. However, majority of teachers are demotivated some years afterHowever, majority of teachers are demotivated some years after
leaving the training school (1/2)leaving the training school (1/2)
 Surveys on teachers’ career satisfaction is rarely in Africa (despite the
importance of job satisfaction).
 The first one conducted in UGANDA is the NASPTSU (National Survey on
Primary Teacher Satisfaction in Uganda) organized with the technical
support of UNESCO’s Pole de Dakar.
 The following where used in the NASPTSU to capture teachers satisfaction:

8. However, majority of teachers are demotivated some years afterHowever, majority of teachers are demotivated some years after
leaving the training school (2/2)leaving the training school (2/2)
 Main results of NASPTSU :
 Teachers with O level as highest academic level are the most satisfied With more than
58% of them who are satisfied, they represent the group most satisfied of their job (compared
to teachers with primary level, A level, tertiary or Graduate). Teachers with high job
satisfaction are more likely than other holders of an O level certificate.
 Satisfaction decreased as professional qualification increased. Teachers with Grade III are
the most satisfied (45%) compared to 36% for teachers with Grade V and 32% for those who
are Graduate. Teachers with high job satisfaction are mostly Grade III teachers compared to
holders other qualifications.

9. This leads to many consequences for the educationThis leads to many consequences for the education
system(1/3)system(1/3)
 High attrition rate:
 60% of teachers want to get an administrative position in the education
sector in the next two years.
 25% of teachers wish to work out of the education sector in the next two
years
 Six times as many teachers dissatisfied are likely to leave the teaching
profession within the next two years compared to satisfied teachers (37%
vs. 6%).

10. This leads to many consequences for the educationThis leads to many consequences for the education
system(2/3)system(2/3)
 Decrease of teacher devoutness at school
 Repeated joint assessment review conducted since 2008 in Uganda
indicates that the rate of teacher not present at work is high (17 to 30
percent).
 The analysis of the following questions used during NASPTSU show the
decrease of teacher devoutness at school.
1.Howoftendoyougiveassignments/homeworktoyourpupilspermonth?.........................
2.Howmuchtime(hours)doyouspendinteachinginaweek?..............................................
3.Howmuchtimeperweekdoyouspendinlessonpreparationandmarkingassignments/homework?.............
4.Howmanytimeshaveyoubeenabsentfromschoolwithpermissionthisyear?.................................

11. This leads to many consequences for the educationThis leads to many consequences for the education
system(3/3)system(3/3)
 Poor performance at school.
The National Assessment of Progress in Education (NAPE) in 2011 tested
teachers on numeracy, literacy and oral reading (based on primary
program):
 The striking remark was the very low level of proficiency in oral reading
(37.5 percent), while proficiency numeracy and literacy seem better,
although not all satisfactory (66% and 72% of teachers fully mastering).
 That new recruited teachers (with 5 years and less of teaching experience)
tend to do much better than their more experienced peers.
 Less qualified (Grade V teachers) were rated satisfactory in Literacy and

12. Fortunately room exist to improve the situation(1/2)Fortunately room exist to improve the situation(1/2)
 Results of the NASPTSU provide room exist to improve the situation:
 Recognition and opportunities for professional growth are the two others most important
sources of teacher’s satisfaction/dissatisfaction which have to be handled with maximum
care.
 It indicates that low cost measures can be taken to increase the level of satisfaction.
Percentage of teachers who choose a given factor as the main source of satisfaction/dissatisfaction, 2012
0.0 10.0 20.0 30.0 40.0 50.0 60.0
Salary
Opportunities for professional growth
Recognition
Quality of leadership and supervision of head teacher
Interpersonal relationships
Benefits
Working conditions
Regular assessment of teacher performance

13. Fortunately room exist to improve the situation (2/2)Fortunately room exist to improve the situation (2/2)
 Sources of motivation are linked to the teachers education
 Recognition is the second most important sources of satisfaction for teachers with
Graduate and those with Grade III;
 Opportunities for professional growth is the second most important sources of satisfaction
for teachers with Grade V;
 Others recognized sources: Inequities in the teachers management, fully involvement of
Percentage of teachers who choose a given factor as the main source of satisfaction/dissatisfaction, 2012
Teachers qualifications
Grade V Grade III Graduate
Recognition 8.6 10.9 20.0
Professional growth 13.8 9.0 15.0
Interpersonnal relationships 10.5 4.3 0.0
Salary 45.4 51.7 45.0
Benefits 7.2 5.7 10.0
Working conditions 7.2 6.2 0.0
Performance assessment 2.6 4.3 0.0
Leadership quality 9.9 8.5 5.0

14. CONCLUSIONCONCLUSION
 Necessity to realize a national survey on teachers satisfaction in
each country to evaluate the situation (baseline) and setup the long
term objectives (related to the aspect on motivation in the 2030
Teacher Targets).
 Experience has shown that lack of care in the design of
surveys can seriously limit the validity and usefulness of
the data collected.
 Proper attention should be given to the formulation of
questions, while also ensuring employee anonymity and
using appropriate sampling procedures to achieve
representativeness.

15. Thank youThank you
https://www.iipe-poledakar.org