Supporting Teachers in the Use of Online and Offline Strategies for Continuity of Learning during Pandemics: A Case Study of Secondary Schools in Uganda

Veronica Namulondo, Rovincer Najjuma, Gillian Kasirye & Michael Walimbwa
Makerere University, Uganda
Email: namulondoveronica15@gmail.com/ rovincern@gmail.com

Abstract: The COVID-19 pandemic disrupted the continuity of learning for millions of students worldwide, with secondary schools in Uganda being significantly affected. To address this crisis, schools rapidly adopted remote teaching and learning methods using online and offline strategies. Efforts were made to support teachers in this transition through training, mentorship, collaboration, and providing digital resources. However, there remained a significant gap in understanding the authenticity of these support mechanisms. This study sought to fill this knowledge gap by investigating the support provided to teachers in secondary schools in Uganda. Data was collected through interviews and focus group discussions with teachers, who were purposively selected from St Joseph’s Gayaza and St. Thereza Makerere secondary schools. Data analysis followed an iterative process of thematic analysis. The audio recordings were transcribed verbatim, and the data were systematically coded and categorized into themes and sub-themes using NVivo software. The findings demonstrate that the support mechanisms were crucial in facilitating remote teaching and learning during the pandemic. Ongoing mentorship and collaboration among teachers were essential in fostering a supportive learning environment. Additionally, the provision of digital devices and internet access enabled teachers to effectively engage in remote teaching. However, challenges related to technology access and sustainability were identified. The study concludes that evidence-based strategies are vital for supporting teachers during future crises and fostering educational continuity. By understanding the strengths and weaknesses of the support systems in place, policymakers and educators can develop targeted and comprehensive support systems for future Pandemics.