Teachers’ Enterprising Pedagogical Practices (TEPPs): Meaning, Effectiveness and Justification in Uganda’s Education Institutions

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

¹College of Education and External Studies, Makerere University, Kampala, Uganda

Cite this paper:
Sande Erunao Muwanguzi, Nicholas Itaaga and Badru Musisi. Teachers’ Enterprising Pedagogical Practices (TEPPs): Meaning, Effectiveness and Justification in Uganda’s Education Institutions. American Journal of Educational Research. 2021; 9(7):457-464. doi: 10.12691/education-9-7-10

Abstract

Due to the challenge of the amplified teachers¡¯ pedagogical ineffectiveness amidst their unprecedented proliferation of financial distress, arising from their meager salaries in Uganda, this paper synthesizes a review of literature related to Teachers¡¯ Enterprising Pedagogical Practices (TEPPs), commonly identified as teachers¡¯ academic-related income generating practices carried out in view of surmounting their financial distress and yet remain pedagogically diligent. Since pedagogy is multifaceted, emphasis in this paper was put on the four major aspects that were found to be summarising an ideal pedagogical environment and the four are; teachers¡¯ preparation to teach, their actual delivery of lessons, assessment and feedback to learners, as well as attendance to any other school assigned duties and meetings. Similarly, given the composite nature of TEPPs, this paper concentrated on three cases of TEPPs which proved exceedingly common in Uganda despite being regarded as ¡°illegitimate¡± by education policy makers and these are; private tutoring (coaching), part-time teaching (multi-school teaching) as well as production and selling of ¡°unedited¡± reading materials (authored pamphlets). The paper surveyed literature related to the meaning, effectiveness as well as justification of TEPPs in Uganda¡¯s education institutions. The study discovered that, although financial inspiration emerge as an overriding ingredient in the meaning of TEPPs, teachers¡¯ interventions in view of seeking better pedagogical opportunities especially through developing catch-up programmes for ¡°deprived¡± children was highly underscored in literature. Secondly, since TEPPs was found to be a catch light to teachers to create a better way of executing effective pedagogical service delivery, it was found defensible for Ugandan teachers although pessimistic voices in literature laments its effectiveness to be deeply struggling in the dilemma of the potential espousal of financial motives over pedagogical ones. Therefore, conducting an empirical study that will collect field data about the current paper¡¯s objectives was recommended.

Keywords:
teachers¡¯ enterprising pedagogical practices academic moonlighting economics of education pedagogical responsibility pedagogical effectiveness

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