School-based welfare and teacher affective commitment in secondary schools in Kaliro district, Uganda

Abstract

The study sought to investigate the relationship between School-based welfare benefits; (economic, recreational and facilitative welfare benefits) and Teacher Affective Commitment (TAC). The study involved 202 respondents (teachers) from 8 selected secondary schools in Kaliro district, Uganda. Data were collected using Self-Administered Questionnaire (SAQ). Data were analyzed using percentages and means for descriptive analysis. Whilst, Pearson linear correlation analysis was used to establish the relationship between School-based welfare benefits and Teacher Affective Commitment. The results showed that economic welfare benefits substantially and positively related to teacher emotional commitment (r=0.340, ρ=0.000<0.05). While recreational and facilitative welfare benefits were not (r=0.15, ρ=0.062>0.05, r=0.21, ρ=0.706>005) respectively. Therefore, economic welfare benefits is still a significant positive probable prerequisite for teacher affective commitment while both recreational welfare benefits and facilitative welfare benefits are insignificant antecedents of teacher affective commitment in secondary schools in Uganda. School managers and education policymakers should prioritize strengthening economic welfare benefits for teachers through offering competitive allowances, timely incentives and professional development. Additionally, secondary schools should reevaluate and enhance recreational and facilitative welfare benefits for teachers to create a supportive school environment. Regular assessments of welfare programs, collaboration with teachers and further research would also contribute to improving teacher affective commitment in secondary schools.