Teacher’s teaching experience during covid-19: A case study of Kampala district, Uganda

• Published in: KIU Interdisciplinary Journal of Humanities and Social Sciences Vol. 6; no. 1; pp. 244 - 252
• Main Authors: Olubusayo, Victor Fakuade, Olatide Olaniyan, Ademola, Kanyana, Ruth, Nasasira, Jossy, Oluwadamilare, Peter Jegede
• Format: Journal Article
• Language: English
• Published: 23.05.2025
• ISSN: 2708-7050; 2708-7050
• DOI: 10.59568/KIJHUS-2025-6-1-17

The advent of COVID-19 posed a great challenge to teaching-learning process across the various educational system globally. The pedagogical challenge was characterized with many issues as regards teachers, students, parents and various stakeholders. This study explored the teaching experience of teachers in Kampala District, Uganda during the COVID-19 pandemic. Interviews were conducted using unstructured questions with 15 teachers from different schools in the district to gain insight into their experiences and analyzed using thematic analysis. Findings reveal that the pandemic has presented teachers with unique challenges, such as difficulties in student-teacher engagement, lack of access to technology, and lack of school support and facilities to aid teaching and learning. Additionally, it found that teachers have had to adapt to using new technologies, such as virtual classrooms, to facilitate learning. Finally, this study identified need to strengthen teacher training and pedagogical skills, and provide them with support in order to better equip them for the challenges of teaching in the face of any threatening situation such as pandemic. The findings of this study can be used to inform policies focused on developing teacher capacity in the wake of the current pandemic.