Sickness presenteeism correlates to teaching-learning activities:

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dc.contributor.authorWanyama, Anthony
dc.contributor.authorMuweesi, Charles
dc.contributor.authorNabateregga, Judith
dc.contributor.authorKabasiita, Jessica
dc.contributor.authorMugagga, Anthony Muwagga
dc.contributor.authorSserwadda, Lawrence
dc.contributor.authorSsemakula, Noah
dc.contributor.authorNassozi, Pomlet
dc.contributor.authorMugenyi, Disan Kuteesa
dc.contributor.authorTomusange, Robert
dc.contributor.authorMirembe, Rose Namaganda
dc.contributor.authorMugabo, Augustine
dc.contributor.authorOnyadi, Franklee Zerubabel
dc.date.accessioned2024-08-06T17:07:04Z
dc.date.available2024-08-06T17:07:04Z
dc.date.issued2024
dc.descriptionJournal Article
dc.description.abstractTo evaluate the implications of sickness presenteeism on the teaching-learning services in public secondary schools in Busia district, Eastern Uganda. The study adopted a cross-sectional design and gathered responses both qualitatively and quantitatively using structured interviews and questionnaires from secondary school teachers and Headteachers in government secondary schools in Busia District. The study used a stratified sampling technique with a sample size of 215 respondents. The study reveals that teacher’ on-time work plans, focus on their duties, and understanding of students’ needs and learning styles are crucial for effective teaching and learning. Teachers must prioritize and meet deadlines to maintain classroom cleanliness and discipline. The study recommended that the Ugandan government, through the Ministry of Education and Sports, should provide continuous professional development opportunities for teachers, enabling them to update their skills and knowledge. Additionally, the government should put in place mechanisms to encourage the use of technology in classrooms to foster interactive and engaging learning environments. Implication of the study, the government through the Ministry of Education and Sports should advocate for the introduction of insurance for teachers to further support and incentivize their commitment to their profession. This insurance could provide financial protection for teachers in the event of illness, injury, or any unforeseen circumstances that may prevent them from working. By offering this benefit, schools can demonstrate their commitment to the well-being of their teachers and their dedication to ensuring their job security. Keywords: Sickness Presenteeism, Employee Culture, Teaching and Learning, Staff Wellness
dc.description.sponsorshipMakerere University; Mountains of the Moon University; Zhejiang Normal University; Kyambogo University; Busitema University
dc.identifier.citationAnthony, W., Charles, M., Judith, N., Kabasiita, J., Mugagga, A. M., Lawrence, S., ... & Zerubabel, O. F. (2024). Sickness presenteeism correlates to teaching-learning activities: implication focus on public secondary schools in Busia District, Uganda. Research and Advances in Education, 3(7), 21-33.
dc.identifier.issn2788-7057
dc.identifier.urihttps://doi.org/10.60682/nwr0-3c13
dc.language.isoen
dc.publisherParadigm Academic Press Limited
dc.titleSickness presenteeism correlates to teaching-learning activities:
dc.title.alternativeimplication focus on public secondary schools in Busia district, Uganda
dc.typeArticle
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