“Well-being, that word is very wide”: Understanding how teachers in Uganda define and navigate their occupational well-being

  1. D'Sa, Nikhit 5
  2. Fontana, Monica 2
  3. Ariapa, Martin 1
  4. Chandler, Hannah 5
  5. Nsubuga, Edison 4
  6. Richardson, Emily 3
  1. 1 Makerere University
    info

    Makerere University

    Kampala, Uganda

    ROR https://ror.org/03dmz0111

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  3. 3 Save the Children US
  4. 4 Save the Children Uganda
  5. 5 University of Notre Dame
    info

    University of Notre Dame

    Notre Dame, Estados Unidos

    ROR https://ror.org/00mkhxb43

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Revista:
International Journal of Educational Research

ISSN: 0883-0355,  1873-538X

Año de publicación: 2023

Volumen: 119

Páginas: 102185

Tipo: Artículo

DOI: 10.1016/J.IJER.2023.102185 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Educational Research

Objetivos de desarrollo sostenible

Resumen

Teachers in Uganda are overstretched and exhausted. Occupational well-being—how teachers feel and function—is associated with satisfaction and retention. Yet, we know little about what teacher well-being looks like in low-resource contexts. We worked with 148 Ugandan teachers to understand how they conceptualize well-being. They described well-being as economic, social, emotional, and physical health. Female teachers were more focused on displaying (overreceiving) respect while teachers working with refugee children more frequently described the need for intrinsic motivation and training. We discuss not only the broader implications for un-derstanding TWB in other low-resource and fragile contexts but also how interventions in Uganda need to focus on the interpersonal dynamics that are more proximal to teachers’ lived experiences.

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