Managing and delivering learner support for Ugandan in-service teachers: incorporating workplace and university support systems

This study investigates the management and delivery of learner support for in-service teachers engaged in distance education in Uganda. It specifically focused on the nature of learner support, trainees’ perceptions of the quality of workplace and university support, the effect of learner support on pedagogical practices, and the challenges faced in managing learner support by the university.
A mixed methods case study strategy using questionnaire responses from 320 teacher trainees in Uganda, discussion with 36 in-service teachers in focus groups, and in-depth interviews with 6 university staff and 7 headteachers were applied.
Factor analysis revealed four main constructs of learner support by the university (academic advising, library and technology, counselling and career, and communication service support). Further analysis revealed security and safety, fees clearance, students’ registration and orientation, and provision of child day-care support as major issues. Findings indicate little learner support from the workplaces with 84.2% of the trainees disagreeing that they obtained any financial support from their schools of work (highest ranking on the Likert scale). However, most trainees indicated that the distance learning support had a positive effect on their classroom pedagogical practices especially on the subject content, teaching methods and time management. The learner support challenges faced by the university in the Ugandan context were similar to those reported in studies conducted in other developing countries (such as Ghana, India, Nigeria, South Africa, and Zimbabwe).
The study concludes that incorporating quality workplace support practices for in-service teachers broadens and deepens the scope of understanding learner support. Concerted effort by the students, university and schools in a peaceful socio-political environment nurtures an effective learner support system. It recommends that attention should be given to incorporating the views/voice of the students, workplace support, and investment in affordable technologies to enhance the effectiveness of learner support management and delivery.