The Relationship between Teachers’ Emotional Expressions and Professional Commitment in Public Primary Schools in Nsinze Sub County, Namutumba District, Uganda

Ngotowa Peter Ivan & Muwagga Musa
School of Graduate Studies and Research, Team University, Uganda
Email: npeterivan@gmail.com

Abstract: This study was conducted to examine the relationship between teachers’ emotional expressions and professional commitment in public primary schools. The study used a cross-sectional survey design and included both teachers and head teachers as respondents. The sample size for the study was determined using a table guide, with 8 head teachers and 76 teachers included in the sample. Data was collected using a questionnaire, which included sections on the respondents ’ characteristics, school environment factors, and professional commitment of teachers. The collected data was coded and entered into the SPSS software for analysis. The data was also checked for accuracy, and any missing data was confirmed. The findings of the study revealed that primary school teachers in Nsinze Sub County, Uganda, are dedicated and willing to go above and beyond in their teaching. They excel in organizing classes, taking on extra tasks, and promoting transparency and responsibility. However, they face challenges such as poor problem-solving abilities, budget cuts, and a lack of engaging classroom tools, which contribute to underachievement. To improve, the study suggests that teachers should have regular meetings, evaluate student progress, and provide additional support when needed. It is also important to avoid discrimination based on sex, caste, creed, and religion to prevent academic underachievement. Overall, the study highlights the commitment and dedication of primary school teachers in Nsinze Sub County while also identifying areas for improvement to enhance student achievement.