Peer Review Report For: The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 not approved]

Résumé

Background Globally, declining teacher performance has been associated with absenteeism, inadequate preparation, and low motivation, often driven by poor remuneration and unfavorable working conditions. In Uganda, teachers in rural government-aided secondary schools face additional challenges such as inadequate housing, which may negatively impact their commitment and instructional quality. This study investigated the effect of teachers’ housing conditions on their attitudes toward work in Kyeizooba Sub-County, Bushenyi District, Uganda. Methods The study was guided by Taylor’s Scientific Management Theory and employed a cross-sectional design integrating both quantitative and qualitative approaches. The target population comprised 202 participants (199 teachers and 3 headteachers). Using the Cochran formula, the entire population (n = 202) was included for statistical robustness. Data were collected through structured questionnaires and interviews, with responses measured on a four-point Likert scale. Descriptive and inferential statistics were applied, with significance set at p < 0.05. Results The findings showed that housing conditions had a statistically significant effect on teachers’ attitudes toward their work (p < 0.05). Poor housing was associated with increased health problems (mean = 3.67), reduced motivation (mean = 3.62), and limited professional growth opportunities (mean = 3.56). Conversely, adequate housing promoted stronger teacher–student relationships (mean = 3.41) and moderate community engagement (mean = 3.01). Teacher performance records also revealed declining student outcomes, with failure rates of 17% in 2021 and 11.4% in 2022, partly linked to inadequate teacher housing and welfare. Qualitative data from headteachers further highlighted overcrowding, poor ventilation, and high commuting costs as major barriers to teacher effectiveness. Conclusion Housing stability is a critical determinant of teacher motivation, professional commitment, and instructional quality. The study recommends that policymakers invest in affordable and proximate housing for teachers, alongside supportive measures such as meal provision and medical care. Addressing these welfare needs would enhance teacher retention, strengthen classroom engagement, and improve educational outcomes in Uganda’s rural secondary schools.

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