Lived experiences and the effects of domestic violence on female secondary schoolteachers in Uganda: A qualitative study using in-depth interviews

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Abstract Background Domestic violence is a multifaceted and complex phenomenon that, in many ways, affects victims and their workplaces. Little is known about lived experiences and the effects of domestic violence on female secondary schoolteachers in Uganda. This study explored lived experiences and the effects of domestic violence on female secondary schoolteachers on their professional and administrative roles. Methods Underpinned by a feminist paradigm, the study employed a qualitative research approach and narrative design. Snowballing was used to a point of theoretical saturation. In-depth interviews were conducted with twenty female secondary schoolteachers who were victims of domestic violence perpetrated by their spouses and triangulated with interviews of twenty-three headteachers from schools in northern Uganda. Conceptualization and meanings were derived from experiences of female teachers, which contributed to the understanding of complex issues of domestic violence and how it affects their professional and administrative roles. A local IRB approved this study, and narrative, thematic analysis was used. Results The finding indicates that female secondary school teachers have lived experiences of domestic violence, affecting their professional and administrative roles, resulting in poor service delivery and interpersonal relationships. The effects were poor service delivery, absenteeism, missing lessons, poor lesson preparations, low self-esteem, mental health issues, depression, poor interpersonal relationships, bad attitudes, and lack of cooperation with others. Female teachers used both formal and informal means to cope with the situation. Conclusion This exploratory study brings awareness to the lived experiences and effects of domestic violence on female secondary schoolteachers in Uganda. Domestic violence affects their professional and administrative roles with resulting poor service delivery and poor interpersonal relationships. Providing a supportive work environment is crucial for female teachers experiencing domestic violence to enable them to perform their professional and administrative roles. Different players, school managers, the Ministry of Education and Sports, feminist organizations, and relevant government offices can intervene by establishing workplace policies and relevant processes to support female teachers who experience domestic violence.

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