Quantitative Evidence of Perceived Organizational Support and Employee Job Satisfaction of Teachers in Government-Aided Primary Schools in Bushenyi District, Uganda

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This study explores the relationship between perceived organizational support and employee job satisfaction, focusing on how rewards, recognition, and training influence teachers’ experiences in their roles. The study aimed to achieve three main goals: to assess the level of job satisfaction among teachers in government-aided primary schools in Bushenyi District, to examine how rewards, recognition, and training impact teachers’ job satisfaction and to identify practical strategies that schools can adopt to enhance organizational support and improve teacher satisfaction using a descriptive cross-sectional survey design. A total of 56 teachers make up the total population, and a sample size of 38 respondents was drawn using Cochran’s formula. Data were collected from teachers across 13 government-aided primary schools in Bushenyi District using a questionnaire. A simple random sampling was used to select the respondents. The validity and reliability of research instruments were tested using the content validity index and Cronbach’s alpha, which yielded 0.82. The quantitative data were analyzed using descriptive and inferential statistics. The findings revealed that 47.4% of the teachers held diplomas, while 28.9% had bachelor’s degrees. A significant majority (84.2%) had more than five years of teaching experience, indicating a stable but potentially stagnant workforce. Teachers expressed dissatisfaction with their rewards and recognition, with only a small percentage reporting regular acknowledgment of their efforts. Training programs were found to be inconsistent, with many teachers citing a lack of advanced and relevant training opportunities. The study concludes that perceived organizational support is a critical factor in enhancing teacher job satisfaction. Key elements such as fair rewards, consistent recognition, and relevant training significantly influence teachers’ motivation and satisfaction levels. However, these elements are often lacking or inconsistently provided in government-aided primary schools. To address these gaps, the study recommends implementing transparent reward systems, regular recognition programs, and continuous professional development opportunities.

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