Participatory Approaches to Unlocking Negative Perceptions on the Choice and Motivation to be a Primary School Teacher in Uganda

Abstract

To achieve the goal of education for all, there is recognition of focusing on teacher's education to meet the increasing demand for qualified teachers. Many innovations have been implemented in Uganda to increase the number of trained teachers. However, despite this effort, there is concern about the declining numbers and the quality of candidates embarking on teacher education. This paper aims to show the social problem of low attraction to the teaching profession in Uganda. Based on empirical research, the paper explored a strategy for mitigation through a participatory action research approach which aimed at unlocking the negative perceptions and attitudes to the profession. It shows that teachers can secure a positive identity when taken through activities that make them feel recognised, valued and respected.