Quantitative Evidence of Perceived Organizational Support and Employee Job Satisfaction of Teachers in Government-Aided Primary Schools in Bushenyi District, Uganda

Introduction

The history of employee job satisfaction traces back to the 1930s (Weiss & Merlo, 2015). When it was identified as an important impulse affecting employee behavior (Jedrzejczak-Gas & Wyrwa, 2020). Employee job satisfaction among teachers has long been associated with retention in the profession, having greater insight into practical applications, or leaving the profession (Rasanen, Pietarinen, Pyhalto, Soini, & Vaisanen, 2020; Richter, Lucksnat, Redding, & Richter, 2022). “Job satisfaction of teachers has a significant importance for teaching styles” (Ozkan & Akgenc, 2022) and learning (Ozkan & Akgenc, 2022; Hoque, Wang, Qi, & Norzan, 2023). The teaching policies have addressed the idea of teacher job satisfaction in developed states such as Europe, China, the USA, Japan, Korea, Australia, and Africa (Kasalak & Dagyar, 2020; Ning, Liu, & Cui, 2022; Amzat, Ismail, & Al-Ani, 2022).

Data from European Countries shows that half of all teachers who quit their jobs are not happy (Admiraal, 2024). The rate of teachers leaving their profession is at 10.3% (Kyomuhangi, Kanyesigye, and Ruteraho, 2023), and in Britain, 39930 educators have departed from their careers for reasons aside from their final year (Henshaw, 2023). In Greece, job satisfaction accounts for 35.1% with females exhibiting a “higher level of job satisfaction from intrinsic job characteristics”, although staff salaries have been cut by 40%, especially in the public sector, where a paucity of resources has become the norm in schools thus leading to staff shortages (Anastasiou & Belios, 2020). In China, teachers show decreased satisfaction with remuneration, workload, classroom materials, and leadership that is encouraging and strikes a balance between work and personal life (Zhang, 2024).

In sub-Saharan Africa, most educators wish to exit the profession (Bennell, 2023). About 59.1% of the teachers are never proud to be educators, and they would resign if offered a better position in another field (Chepngeno, Ogula, & Munyua, 2020). A study done among Togolese Primary School Teachers shows that job happiness is correlated with complementing values, leisure and free time, availability of medical treatment, and appropriate remuneration (Atitsogbe, Kossi, Pari, & Rossier, 2021). In Ethiopia, teachers’ level of job satisfaction is low (Abdulahi, 2020). School leaders are being urged to enhance the current continuous career advancement program to increase the contentment of teachers, while supervisors are asked to support and facilitate professional development opportunities (Abdulahi, 2020). The study realizes the need for organizational support, but does not portray how the recommended support can impact the job satisfaction of teachers. In Nigeria, two factors, gender and organizational support, strongly influence teachers’ work satisfaction, but there is still a need for teachers to be inspired to participate fully in school activities (Adigun, 2020).

In East Africa, up to 56.7% of Kenyan teachers are dissatisfied with their jobs (Emoja, 2016), and 63.9% would not choose to re-enter the profession if they were to start over again (Muga, Onyango, & Jackline, 2017). To improve their level of satisfaction, highly qualified instructors must be provided with conditions commensurate with their qualifications (Ngare, 2018). Also, teachers get encouragement and satisfaction when head teachers support their career advancement (Arusei & Okoth, 2022). In Tanzania, 57.7% of primary school teachers are extremely unhappy in their jobs (Mkumbo, 2018). In Rwanda, school administrators must foster a positive work atmosphere with strong interpersonal ties and offer workshops and training to instructors to improve teachers’ satisfaction (Mutete, 2020). In Burundi, primary school teachers have received instruction in a vocational context, which would not have adequately prepared them for the challenging bilingual classroom situation (Sarr, 2019). This is an indication of limited organizational support for the training needs of the teacher, which may adversely affect their job satisfaction.

Employee job satisfaction in Uganda is traced back to the 1970s and 1980s during the acute departure of both Ugandan and expatriate teachers (Maali, 2023). Lack of qualified teachers, limited infrastructure, and inadequate resources have been huge obstacles to education, especially in the rural areas of Uganda (Charles, Djaya, Taye, Olubunmi, George, Eunifer, & Khaing, 2023). Teacher remuneration, high rates of teacher absence, and insufficient training for teachers have also been significant challenges in primary education (Opio, 2021). Empirical evidence about teachers’ perceptions of organizational support and work happiness shows that employee job satisfaction of teachers is more likely to rise in educational institutions with strong organizational support (Kurt & Duyar, 2023).

Although research has been done in line with perceived organizational support and employee job satisfaction of teachers (Kwatampora, Wanyama, & Eyamu, 2022), much effort has concentrated on “perceived organizational support and employee engagement” (Kasekende, 2020); “perceived organizational support and intention to stay” (Nargotra & Sarangal, 2023); Mugizi, Natumanya, and Ampeire (2022) report on “teacher involvement and perceived support in secondary schools located in a rural district in South-Western Uganda”; “Organizational support and research productivity among lecturers at Kyambogo University” (Moses, 2023), thus making a comparison between perceived organizational support and employee job satisfaction of teachers in primary schools in Bushenyi District limited, suggesting that improving working conditions and job satisfaction are crucial for addressing the learning crisis (Shonje, 2016).

A study in the Gulu district shows that good compensation and incentives from school officials would benefit and facilitate effective performance of teachers (Kilama, 2017). Previous research has concentrated on teacher engagement and perceived support in secondary schools in South-Western Uganda (Mugizi, Natumanya, & Ampeire, 2022) and the well-being of teachers and effectiveness of government-aided elementary schools in the district of Isingiro (Mujuni, Mwesigye, & Kazooba, 2022). However, limited data is shown on job satisfaction of primary school teachers in the Bushenyi district (Christine & Bulhan, 2023). Previous research done on the Bushenyi district was conducted in 2015, focusing on factors about work-relatedness, tenure, qualification level, gender, and age of secondary school teachers (Twebaze, 2015). In this study, a researcher will focus on establishing whether good rewards barely both tangible and intangible, recognition, and training are provided to the teachers in both private and public primary schools, and if these constructs have any contribution towards teachers’ job satisfaction in the Bushenyi district.

Following Organizational Support Theory, which suggests that employee opinions of the worth of the company for their contributions and well-being are crucial for meeting their socio-emotional needs (Eisenberger, Rhoades, Shanock, & Wen, 2020; Jehanzeb, 2020). According to OST, “an organization’s ability to treat its employees well, in their respective organizational units such as supervisors, coworkers, team or top management may foster an overall perception of organizational support” (Kim, Eisenberger, Takeuchi, & Baik, 2022; Carrell, Ellinger, Nimon, & Kim, 2022).

According to Kurtessis and colleagues, “employees’ demands for acceptance or connection are met by perceived organizational support, which encourages them to engage in self-improvement activities” (Kurtessis, J., Eisenberger, R., Ford, M., Buffardi, L., Stewart, K., & Adis, C. (2017)). This implies that workers can assess the level of support provided by their company and the potential impact on their cognitive abilities (Kurtessis, J., Eisenberger, R., Ford, M., Buffardi, L., Stewart, K., & Adis, C., 2017). Employees experience happiness at work and a favorable opinion of organizational support when they believe their employer is supporting them; this concept is known as “perceived organizational support” (Eisenberger, Rhoades, & Wen, 2020). Therefore, satisfied teachers impart knowledge effectively, which will help students learn more effectively (Dreer, 2023).

In addition to that, perceived organizational support indicates the organization’s readiness to offer job assistance and reward enhanced performance to its employees (Shanock, Eisenberger, Heggestad, Malone, Clark, Dunn, & Woznyj, 2019). “Being well-liked by the company helps to satisfy workers’ demands for affiliation, esteem, approbation, and emotional support” (Eisenberger, Rhoades, & Wen, 2020). Positive feedback from the company also suggests that more work will be recognized and rewarded (Sitopu, Sitinjak, & Marpaung, 2021). As a result, workers actively participate in the perception that their employer has of them. However, critics point out that individual differences are a significant factor in influencing how people view and act in response to organizational support (Schneider, 2023). Organizational support theory is chosen for this study because employees who are respected and favored at work, who stay with the company longer, and who provide insightful suggestions are signs of contentment. They also participate in the organization’s desired activities, such as learning intently and lending a helpful hand to others (Maan, Abid, Butt, Ashfaq, & Ahmed, 2020).

Teacher involvement was skyrocket when they receive effective support from school organizational support (Wang & Zhou, 2022). In this study, perceived organizational support was measured using three dimensions, that is, “rewards, employee recognition, and employee training” (Frinlicia & Nilasari, 2016; Al, 2019). A reward is presented in appreciation for a job well done, desirable or good behavior, merit obtained, or reaching predetermined goals. The most commonly used rewards for primary school teachers are: public appreciation, certificates of merit/appreciation, packages/presents, offers of responsibility, and allowances (Musingwiire, 2021). Recognition of teachers is one of the perceived organizational support tools used in schools to appreciate effort and commitment in the teaching process (Jamil, 2017). Recognition simply refers to acknowledging someone in front of one’s peers for particular acts, accomplishments, or attitudes demonstrated by their behavior (Sitengu, 2018). Employee recognition is the act of showing appreciation and acknowledgment linked to the school’s purpose, mission, and values (Comighud & Arevalo, 2021). Employee training is “a systematic process designed to enhance job skills and knowledge”, thereby promoting organizational growth and equipping individuals with the necessary skills for their roles (Rakhmankulovna, 2023). In this study, the researcher was interested in finding out if teachers are involved with technology, contemporary digital techniques, mentorship, and training provided on the job, and organizational requirements, impact their job satisfaction.

Employee job satisfaction of teachers refers to “the proportion or percentage of teachers satisfied with their job” (Szromek & Wolniak, 2020). It is conceptualized as a psychological disposition that people show to their work (Judge, Zhang, & Glerum, 2020). The purpose of this study is to examine both “extrinsic and intrinsic satisfaction” (Mohamed, Ismail, & Abd El-Gawad, 2023). According to Bektas (2017), intrinsic contentment is “a person’s attitude toward their work”, whereas extrinsic satisfaction is a result of aspects of the workplace. Personal characteristics, aptitudes, experience, and degree of knowledge are examples of intrinsic factors or dimensions. Extrinsic aspects of job happiness include challenges in the workplace, compensation structure, advancement prospects, a suitable compensation scheme, and interpersonal relationships (Bektas, 2017; Taba, 2018). This study was interested in knowing whether teachers in primary schools in Bushenyi District are satisfied.

Employee job satisfaction of teachers has been a subject of study globally due to worldwide demands for improving the quality of primary education (Brezicha, Ikoma, Park, & LeTendre, 2020; Toropova, Myrberg, & Johansson, 2020). Ideally, efforts for improving employee job satisfaction of teachers have long been the area of concern for many educators globally (Sahito & Vaisanen, 2020; Sudibjo & Sutarji, 2020). However, major concern has concentrated on the effect of teacher self-efficacy, instructional leadership, and distributed leadership (Kasalak & Dagyar, 2020; Liu, Bellibas, & Gumus, 2021); and the significance of teacher qualities and working conditions for improving teacher job satisfaction (Toropova, Myrberg, & Johansson, 2020). While data on perceived organizational support and employee job satisfaction of teachers is scarce, primary school teachers report lower level of well-being at work; with up to 61% report experiencing stress associated with their work, 44% say that their employment negatively affects their physical and mental wellbeing by 45% and 50%, respectively (Charpentier, Longhi, & Raffaelli, 2021).

While Uganda has endeavored to improve the pay, benefits, job security, and working conditions, primary schools are still struggling to retain teachers (Opio, 2021); most teachers are continuously missing school without valid reasons (Nancyongom, 2022). Many teachers are striking due to low pay and limited job satisfaction has been a major concern in Ugandan education systems (Etoru & Ainebyona, 2020). There is a need to improve teachers’ job happiness by ensuring that teachers’ salaries correspond to their workload (Kasaija, Edoru, & Siraje, 2019). Other problems that teachers in Uganda face include low compensation, a high student-teacher ratio, a shortage of housing, and possibilities for professional development (Monitor, 2022). Yet, the connection between perceived organizational support and employee job satisfaction in Uganda’s primary schools, particularly in Bushenyi district, is understudied (Twebaze, 2015).

A satisfied teacher is expected to be approachable and available to support learners both academically and emotionally, while supporting planning for effective learning and teaching for every learner (Iqbal, Siddigie, & Mazid, 2021; Dulay, 2023). However, up to 60% of teachers are not present in the classroom in half of all public schools, and at least 11 teachers quit teaching for either greener pastures or other professions every year (Sol, 2022). Up to 84% of government-aided primary school teachers desire to leave, 47% are dissatisfied, 59% are unwilling to start anew, and 37% wish to resign within a year (Mugizi, Tumuhaise, Samanya, & Ogaga Dafiewhare, 2019). In Bushenyi district, some primary schools have an average of 3 to 6 teachers, which is inadequate to teach all pupils (DEO’s Report 2024). Up to 58 teachers in the district have submitted their requests for early retirement (Western Focus Team, 2024). The government has introduced the use of teller machines for teachers to sign in and out every day to curb absenteeism. The aforementioned situation indicates dissatisfaction. If this situation is not checked, teacher absenteeism may increase, more teachers may desire to quit or resign, and this may hinder pupils from attaining all expected competencies. Available studies have concentrated on “work engagement and the perception of organizational support” (Asiimwe, 2022) and “Performance and support supervision of Ugandan primary school teachers: current state” (Okia, Naluwemba, & Kasule, 2021) thus raising the desire to understand whether there is a significant relationship between perceived organizational support and employee job satisfaction of teachers in government aided primary schools in Bushenyi District.

Methodology

Results

Discussion

The results revealed notable teacher dissatisfaction with their perceived rewards and recognition. Particularly, the low mean score of 1.42 for the question “The salary I receive corresponds to my level of education, responsibilities I hold, and duties I perform in this school” points to a general opinion that pay is inadequate given credentials and effort. This is consistent with studies conducted worldwide that indicate low remuneration is a main determinant of teacher motivation and retention (Borre, Spruyt, & Droogenbroeck, 2021; Toropova, Myrberg, & Johansson, 2020). Teachers frequently view their compensation as insufficient, according to much worldwide research, which lowers job satisfaction and commitment, particularly in areas with few resources (Reeves, Pun, & Chung, 2017). Supporting this, Ali & Ullah (2024) discovered that teachers who believe their salary and benefits are fair are more likely to be happy in their jobs and stay in them for longer. The present results confirm this and underline the need for policy changes to match teachers’ obligations and qualifications, hence improving pay systems. Furthermore, exposing notable variety in opinions and implying disparities in incentive distribution are the moderate to high standard deviations (1.189 to 1.460) for items including promotions and personal services. This variety in answers reflects Dirk, Inam, & Muhammad (2023), who maintained that differences in reward distribution can lower morale and raise turnover, particularly in cases when certain employees feel unfair treatment or favoritism. The poor evaluations for personal services and promotions in this study suggest that these substitute benefits are likewise seen as insufficient, therefore aggravating discontent. Fascinatingly, although the poll reveals discontent, studies by Zou, Yao, Zhang, & Huang (2023) show that internal motivators such as student success, good teacher-student connections, and meaningful work can offset unhappiness brought on by extrinsic elements like salary. This underlines the need for a whole strategy for teacher motivation, stressing not just financial incentives but also improving working conditions and chances for professional development.

On the Likert scale, typical scores for employee recognition inside the schools show a modest degree of satisfaction, between 2.42 and 3.74. With a low mean of 2.42, the item “In my school, employees celebrate Employee Appreciation Day and are offered rewards whenever they surpass their target” suggests that formal recognition programs are either weakly implemented or seen as useless across many institutions. This is consistent with studies from around the world stressing that a lack of official acknowledgement reduces teachers’ drive and job happiness (Shiri, 2022). Supporting this, Kim (2018), maintained that appreciation and competence are fostered by acknowledgement, which is a fundamental motivator. Teachers may feel underappreciated when recognition systems are absent or poor, which would lower engagement and output. With a standard deviation of 1.388, the variations in replies point to certain schools maybe having more successful recognition policies, which shows that uneven recognition can lead to impressions of unfairness, therefore influencing morale and organizational commitment in different educational environments, resonating with this difference. On the other hand, the item “Teachers in this school work hard at helping pupils learn because they expect to receive respect for the role they play in pupils’ growth” recorded a higher mean score of 3.74, so reflecting the fact that many teachers get intrinsic motivation from respect and appreciation connected to their professional role. The Self-Determination Theory of Ryan & Deci (2000) supports this conclusion by stressing the need for internal rewards, including respect, autonomy, and competence in maintaining motivation. The significant standard deviation (1.389), however, suggests that some teachers may feel that respect, as an extrinsic incentive, is missing despite their inherent motivation, therefore undermining their general job satisfaction over time. Globally, studies repeatedly show that recognition is a multidimensional concept including both formal (awards, ceremonies) and informal (daily gestures of gratitude) processes (Abdullah, Shonubi, Hashim, & Hamid, 2016). The results imply that more consistent and significant recognition systems across all institutions are needed to raise morale, increase participation, and lower turnover using which Moreover, the general mean recognition support score of 3.11 shows a modest degree of perceived recognition, which corresponds with the claim that, although present, recognition is not sufficiently powerful or ubiquitous. Particularly when matched with personal and organizational ideals, international studies, including those by Rehman, Shahrukh, Virk, & Butt (2019) highlight how effective acknowledgement can be a strategy for raising motivation and performance. Although these results highlight the critical need for awareness, some researchers contend that unless accompanied by meaningful activity and appropriate resources, recognition might not be enough to increase motivation (Ryan & Deci, 2000). According to Buwembo, Nabukeer, & Bwengye (2019), career development and meaningful instruction, intelligent elements may be more important than recognition programs in keeping long-term motivation. Furthermore, additional research draws attention to cultural variations with respect to recognition.

With mean scores on the Likert scale between 2.53 and 3.74, the results about employee training show a modest degree of satisfaction among teachers. With a mean score of 2.53, the item “In this school, there is a policy and strategy to enhance awareness of the need and value of training” indicates that many teachers either view training policies as lacking or useless. This is in line with worldwide studies stressing that promoting professional growth and enhancing educational results depends on well-defined training plans and strategic frameworks (Desimone & Garet, 2015). The rather low mean indicates areas of policy clarity and implementation lacking, which can restrict chances for skill development. Supporting this, research by Patfield, Gore, & Harris (2022) shows that well-organized policies addressing teachers’ learning requirements and school goals mostly determine the efficacy of professional development. Reflecting differences in administrative commitment and resource allocation, the modest variability indicated by a standard deviation of 1.409 suggests that some schools may be better at establishing training policies. On the other hand, the item “In this school, performance assessment is done to identify individual training needs” got a higher mean score of 3.74, suggesting that many instructors value and understand assessment methods in spotting personal developmental needs. This good view is consistent with studies by Bahl, Kiran, & Sharma (2024) who underlined that performance reviews can be useful diagnostic instruments for customizing professional growth. A standard deviation of 1,201, however, indicates that some teachers view appraisals as less successful, therefore validating past results by Wamimbi & Bisaso (2021), which imply that poorly thought-out or executed appraisals can lower perceived usefulness. Falling between the neutral-to-positive ranges on the scale, the general mean of 3.07 shows a modest degree of support for staff development. This implies that although some educators appreciate continuous learning, efforts are not equal among different institutions and opportunities for development. According to the global literature, teacher competency and satisfaction can be much improved by ongoing, needs-based training matched with organizational goals (Darling-Hammond et al., 2017). Although opinions of training support are very moderate, some research contends that formal instruction by itself might not be able to fully encourage instructors’ professional development or raise instructional quality. These points of view stress the need to include several professional development strategies outside of official policies. Furthermore, influencing opinions of training efficacy are cultural and contextual aspects.

Conclusions

The findings indicate an important gap between teachers’ expectations and the rewards offered, consistent with global evidence that associates inadequate compensation and perceived inequities with reduced job satisfaction and heightened turnover intentions. Policymakers should implement comprehensive reward reforms to align with international standards and enhance the work environment. This includes prioritizing fair compensation, equitable benefits distribution, and career development opportunities. Addressing these issues may improve teacher morale, retention, and, consequently, student outcomes. The findings underscore the necessity for a strategic framework in the implementation of formal and informal recognition initiatives within educational institutions to foster a culture of appreciation and motivation. Intrinsic motivators, including respect and role fulfilment, are crucial; however, they must be supplemented by effective recognition systems to foster an environment that promotes professional growth and satisfaction. Aligning recognition practices with cultural and organisational contexts can enhance their effectiveness, thereby improving teachers’ motivation, retention, and student outcomes on a global scale. The findings highlight the significance of consistent and communicated training policies, along with effective appraisal systems, in fostering professional development and enhancing teacher morale. Educational stakeholders must prioritise contextualised, job-embedded professional development approaches that foster collaborative learning and continuous support to align with global standards. Addressing disparities among schools can enhance training investments, thereby improving teacher performance and student achievement.

Ethical considerations

The researchers obtain the consent of the respondents and maintain their confidentiality. The names and personal identities of participants were not put on the instrument. The researchers received approval on 06/03/2025 with the approval no as KIU-2024-576, from the Research Ethical Review Committee of Kampala International University and the Uganda National Council for Science and Technology, UNCST. All teachers who participated in this study provided their consent by signing a written informed consent form. We confirmed that all the participants signed the informed consent form, and the study did not hurt the teachers or the schools.

Accordance

This study was conducted in accordance with the principles stated in the Declaration of Helsinki.