The COVID-19-Related Schools’ Closure and the Ugandan Teacher: Exploring the Psychological and Non-Psychological Threats and Opportunities.

Authors

  • Loyce Kiiza Kobusingye Makerere University
  • Tom Luswata Makerere University
  • Edson Mugyenyi Makerere University
  • John Okeju Makerere University
  • Rogers Mageyo Makerere University

DOI:

https://doi.org/10.53819/81018102t5035

Abstract

The outbreak and spread of COVID-19 caused among other happenings the closure of schools as an infection and spread-preventive strategy. This came with a pedagogical shift from face to face to on-line teaching and learning which had to be home-based. This shift did not affect only learners but the teachers too. The purpose of the study was thus to explore the effects of the COVID-19 pandemic’s inevitable and resultant schools’ closure on teachers in Uganda, with special emphasis on both threats and opportunities. The study adopted a qualitative and explorative design. The respondents were 12 in number selected using purposive and convenience sampling. The data from the focus group discussion was analysed using thematic analysis. From the discussions, it emerged that the teachers were affected by the COVID-19 schools’ closure psychologically, socially, economically, instructionally and career-wise. From these findings, it becomes imperative thatpsycho social support be availed to teachers in all schools through the establishment of counselling departments to assist teachers cope with unpredictable events such as pandemics. It is recommended that teachers identify additional sources of income in addition to teaching to enable them earn survive in such unpredictable circumstances. Schools may also need to have income generating plans for their teachers to enable them to earn a living through circumstances that cause schools’ closure. It is imperative for schools to train teachers in educational technology to achieve blended learning such that in times such as these, online learning becomes an easy way of proceeding with teaching and learning.

Keywords: Covid-19, Teacher, Schools, Closure, Opportunities, Threats, Uganda

Author Biographies

Loyce Kiiza Kobusingye, Makerere University

Lecturer, Makerere University

Tom Luswata, Makerere University

Post Graduate Student, Makerere University

Edson Mugyenyi, Makerere University

Post Graduate Student, Makerere University

John Okeju, Makerere University

Post Graduate Student, Makerere University

Rogers Mageyo, Makerere University

Post Graduate Student, Makerere University

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Published

2021-11-26

How to Cite

Kobusingye, L. K., Luswata, T., Mugyenyi, E., Okeju, J., & Mageyo, R. (2021). The COVID-19-Related Schools’ Closure and the Ugandan Teacher: Exploring the Psychological and Non-Psychological Threats and Opportunities. Journal of Education, 4(8), 32–45. https://doi.org/10.53819/81018102t5035

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