Professional integrity of teachers in Uganda: Practical action strategies

The study analyses the problem of professional integrity of teachers in Uganda and explores solutions. It analyses the difficult conditions under which Ugandan teachers work, reports on the professional dilemmas that they face, and on the serious issues of failings of professional integrity. The study then narrows to one case, Nakasero Primary School, where an action research innovation was successfully carried out to analyse professional integrity issues and explore ways of collectively resolving them.
The study shows that enhancing professional integrity extends beyond the simple promotion of narrowly formulated rules and Codes of Conduct, but requires engaging in a joint learning experience with colleagues and subjecting one’s knowledge and value claims to critical analysis. Key theoretical concepts used are ‘reflection’, ‘discretionary practice’ and ‘normative professionalism’, suggesting that professionals should take responsibility and question taken for granted ways of acting. It then advances the key concept of Professional Institutional Engagement (PIE) to indicate the importance of institutionalized collective engagement of professionals, as colleagues, in the shaping of their work environment and shaping a context of integrity for professional activity. PIE can enhance the teacher’s ability to deliberate when faced with new problems for which they have not been specifically trained. Professionalism and integrity can be enhanced if teachers are brought to the forefront of taking responsibility for change processes in schools. Moreover, learning collectively can help them to collaborate and develop a shared approach to the challenges they face.