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Motivating the Teacher Workforce in Uganda

In: Humanitarian Work Psychology

Author

Listed:
  • Callist Tumwebaze
  • Malcolm MacLachlan

Abstract

While many factors contribute to social, cultural and economic development, evidence suggests that education is one of the most crucial. While ‘education’ in itself is clearly of interest to educational psychologists, the combining of national and international initiatives and organizations in attempts to make education in low-income countries more effective, is also of great interest to humanitarian work psychologists. It is of interest first because it requires the interaction of international organizations involved in aid and development, and second because the effectiveness of education may well be determined by the motivation and performance of individual teachers. Thus international, organizational and individual factors are intertwined in attempts to improve education in low-income countries. In this chapter we tentatively explore teacher motivation in Uganda, its importance and some of its possible determinants. We highlight opportunities for humanitarian work psychologists to contribute to strengthening the education system in Uganda, thereby making an important contribution to national development and poverty reduction.

Suggested Citation

  • Callist Tumwebaze & Malcolm MacLachlan, 2012. "Motivating the Teacher Workforce in Uganda," Palgrave Macmillan Books, in: Stuart C. Carr & Malcolm MacLachlan & Adrian Furnham (ed.), Humanitarian Work Psychology, chapter 7, pages 166-181, Palgrave Macmillan.
    • Handle: RePEc:pal:palchp:978-1-137-01522-8_7
    DOI: 10.1057/9781137015228_7
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    Cited by:

    1. Fatema Alaali & Jennifer Roberts & Karl Taylor, 2015. "The Effect of Energy Consumption and Human Capital on Economic Growth: An Exploration of Oil Exporting and Developed Countries," Working Papers 2015015, The University of Sheffield, Department of Economics.

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