Sande Erunao Muwanguzi^1,, Badru Musisi¹, Nicholas Itaaga¹

In response to the ever growing pedagogical ineffectiveness amidst financial distress among teachers in Uganda, the study explored immediate stakeholders’ opinions about the pervasive practice of Multi-School Teaching (MST) among public secondary school teachers in Uganda. The study specifically sought to identify the prevalent forms of pedagogical dilemmas which the MST teachers face; explore how these teachers navigate through the dilemmas; and explore immediate stakeholders’ views on how to forestall the problem. It draws on majorly qualitative and some quantitative data generated from 189 respondents including the teachers, head teachers, directors of studies and students. Data was generated from questionnaires, interviews, and focus group discussions. Analysis of data involved both thematic analysis and descriptive statistics. The study’s findings discovered a multitude of pedagogical dilemmas faced by MST teachers. However, teachers revealed a number of pragmatic strategies they use to navigate through pedagogical dilemmas. In order to remedy the problems associated with MST, both containing and forestalling opinions were exposed. The opinions offered were only necessary but not sufficient in overcoming the existing pedagogical and financial tribulations among teachers. Thus, collaboration between the Government and immediate education stakeholders was recommended. Besides, an intense level of commitment (in terms of time) and view of teaching as a vocation was also recommended among MST teachers. Lastly, basing on plausible input of MST to teachers’ work-income balance, another study about the influence of MST on teachers’ pedagogical performance is imperative before focusing on the fight against the practice of MST.

multi-school teaching, economics of education, pedagogical ineffectiveness, pedagogical dilemma management