Rural Teacher Shortages and Home-Grown Solutions: A Ugandan Case Study

This paper provides a case study of teacher retention in rural Uganda focussing on the importance of rural experience and cultural connections. We argue that this study illustrates how rural parents and teachers reciprocally influence each other, and that homegrown and culturally-similar rural teach...

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Bibliographic Details
Published inAustralian and international journal of rural education Vol. 32; no. 1; pp. 18 - 32
Main Authors Arinaitwe, Gilbert, Corbett, Michael
Format Journal Article
LanguageEnglish
Published Society for the Provision of Education in Rural Australia 2022
Subjects
Cultural Influences
Family Work Relationship
Foreign Countries
Labor Turnover
Language Usage
Parent Teacher Cooperation
Rural Schools
Secondary School Teachers
Social Influences
Teacher Participation
Teacher Persistence
Teacher Recruitment
Teacher Shortage
Uganda
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Summary:This paper provides a case study of teacher retention in rural Uganda focussing on the importance of rural experience and cultural connections. We argue that this study illustrates how rural parents and teachers reciprocally influence each other, and that homegrown and culturally-similar rural teachers bridge parents with the school both linguistically and through engagement in common community and cultural practices. While this case study illustrates the uniqueness of a particularly understudied African context, we suggest that the phenomenon of attracting homegrown and culturally-similar teachers is a complex and socio-culturally specific practice that, if intentionally supported, holds potential benefits for hard-to-staff schools. This work suggests the value of international case studies of teacher retention in diverse contexts.
ISSN:1839-7387
DOI:10.47381/aijre.v32i1.320