Yuda Taddeo Kaahwa^1,, Sande Erunao Muwanguzi¹

Part-time teaching (Multi-School Teaching) is one of the practices which have for long been rampant among secondary school teachers in Uganda, despite being castigated by government and perhaps considered illegitimate. This practice exists amidst the complex and ambiguous pedagogical environment especially in terms of planning and preparation, management of classroom environment, actual instruction, as well as other professional responsibilities. In fact, involvement of teachers in part-timing could support or dampen their classroom interaction and pedagogical effectiveness. This study therefore explored how teachers who engage in part-time teaching comply with classroom interaction and pedagogical effectiveness. The study discovered a breadth of both authentic and improbable compliance strategies which part-timing teachers use to comply with pedagogical effectiveness. It was thus recommended that administrative supervisory and regulatory machinery should be strengthened in these school; as well as shifting the focus of education from mainly examination orientation to a more holistic focus.

part-time teaching, classroom interaction, pedagogical effectiveness