~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