The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda

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In Uganda, teachers in rural government-aided secondary schools face additional challenges such as inadequate housing, which may negatively impact their commitment and instructional quality. This study investigated the effect of teachers’ housing conditions on their attitudes toward work in Kyeizooba Sub-County, Bushenyi District, Uganda. Methods The study was guided by Taylor’s Scientific Management Theory and employed a cross-sectional design integrating both quantitative and qualitative approaches. The target population comprised 202 participants (199 teachers and 3 headteachers). Using the Cochran formula, the entire population (n = 202) was included for statistical robustness. Data were collected through structured questionnaires and interviews, with responses measured on a four-point Likert scale. Descriptive and inferential statistics were applied, with significance set at p < 0.05. Results The findings showed that housing conditions had a statistically significant effect on teachers’ attitudes toward their work (p < 0.05). Poor housing was associated with increased health problems (mean = 3.67), reduced motivation (mean = 3.62), and limited professional growth opportunities (mean = 3.56). Conversely, adequate housing promoted stronger teacher–student relationships (mean = 3.41) and moderate community engagement (mean = 3.01). Teacher performance records also revealed declining student outcomes, with failure rates of 17% in 2021 and 11.4% in 2022, partly linked to inadequate teacher housing and welfare. Qualitative data from headteachers further highlighted overcrowding, poor ventilation, and high commuting costs as major barriers to teacher effectiveness. Conclusion Housing stability is a critical determinant of teacher motivation, professional commitment, and instructional quality. The study recommends that policymakers invest in affordable and proximate housing for teachers, alongside supportive measures such as meal provision and medical care. Addressing these welfare needs would enhance teacher retention, strengthen classroom engagement, and improve educational outcomes in Uganda’s rural secondary schools. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-1008/v1", "name": "The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards..." } } ] } Home Browse The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Kyompaire K, Too G and Eze VHU. The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.12688/f1000research.169386.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] Kate Kyompaire 1 , Gideon Too https://orcid.org/0000-0002-5688-0858 1 , Val Hyginus Udoka Eze https://orcid.org/0000-0002-6764-1721 2 Kate Kyompaire 1 , Gideon Too https://orcid.org/0000-0002-5688-0858 1 , Val Hyginus Udoka Eze https://orcid.org/0000-0002-6764-1721 2 PUBLISHED 29 Sep 2025 Author details Author details 1 Foundation and Science, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 2 Research and Publication, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda Kate Kyompaire Roles: Conceptualization, Data Curation, Methodology, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Gideon Too Roles: Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Val Hyginus Udoka Eze Roles: Conceptualization, Data Curation, Methodology, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Background Globally, declining teacher performance has been associated with absenteeism, inadequate preparation, and low motivation, often driven by poor remuneration and unfavorable working conditions. In Uganda, teachers in rural government-aided secondary schools face additional challenges such as inadequate housing, which may negatively impact their commitment and instructional quality. This study investigated the effect of teachers’ housing conditions on their attitudes toward work in Kyeizooba Sub-County, Bushenyi District, Uganda. Methods The study was guided by Taylor’s Scientific Management Theory and employed a cross-sectional design integrating both quantitative and qualitative approaches. The target population comprised 202 participants (199 teachers and 3 headteachers). Using the Cochran formula, the entire population (n = 202) was included for statistical robustness. Data were collected through structured questionnaires and interviews, with responses measured on a four-point Likert scale. Descriptive and inferential statistics were applied, with significance set at p < 0.05. Results The findings showed that housing conditions had a statistically significant effect on teachers’ attitudes toward their work (p < 0.05). Poor housing was associated with increased health problems (mean = 3.67), reduced motivation (mean = 3.62), and limited professional growth opportunities (mean = 3.56). Conversely, adequate housing promoted stronger teacher–student relationships (mean = 3.41) and moderate community engagement (mean = 3.01). Teacher performance records also revealed declining student outcomes, with failure rates of 17% in 2021 and 11.4% in 2022, partly linked to inadequate teacher housing and welfare. Qualitative data from headteachers further highlighted overcrowding, poor ventilation, and high commuting costs as major barriers to teacher effectiveness. Conclusion Housing stability is a critical determinant of teacher motivation, professional commitment, and instructional quality. The study recommends that policymakers invest in affordable and proximate housing for teachers, alongside supportive measures such as meal provision and medical care. Addressing these welfare needs would enhance teacher retention, strengthen classroom engagement, and improve educational outcomes in Uganda’s rural secondary schools. READ ALL READ LESS Keywords Teachers’ Welfare, Job Satisfaction, Work Attitude, Secondary Education, Uganda Corresponding Author(s) Val Hyginus Udoka Eze ( [email protected] ) Close Corresponding author: Val Hyginus Udoka Eze Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Kyompaire K et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Kyompaire K, Too G and Eze VHU. The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.12688/f1000research.169386.1 ) First published: 29 Sep 2025, 14 :1008 ( https://doi.org/10.12688/f1000research.169386.1 ) Latest published: 29 Sep 2025, 14 :1008 ( https://doi.org/10.12688/f1000research.169386.1 ) Introduction Globally, numerous studies have highlighted a concerning decline in teacher performance, manifested in rising absenteeism, inadequate lesson preparation, and ineffective teaching methodologies. This decline has been further exacerbated by unfavorable working conditions and diminishing professional status for teachers in many regions ( Zulkiflee et al., 2021 ). Historically, teaching in the early 20th century was viewed more as a vocation than a formal profession, often characterized by low wages and minimal benefits. However, the professionalization of education and the rise of teacher unions in the mid-20th century, particularly during the 1960s and 1970s, led to notable improvements in remuneration, job security, and overall working conditions through collective action, including strikes and protests. In Uganda, teacher remuneration remains a pivotal factor in the delivery of quality education. According to the Ministry of Education and Sports (2021) , well-compensated and motivated teachers are essential for national development, given the centrality of education in fostering social, economic, and political transformation. To address performance and quality challenges in the education sector, the government has established several quality assurance mechanisms, such as the Directorate of Education Standards (DES), District Education Officers (DEOs), District Inspectors of Schools (DISs), and School Management Committees (SMCs). However, the socio-political upheavals of the 1970s and 1980s, marked by insecurity and military coups, led to the collapse of critical government systems, negatively affecting both the performance and welfare of teachers ( Ministry of Education and Sports, 2021 ). In response, initiatives such as the Strengthening Education Systems for Improved Learning (SESIL) project have been introduced. These include enhanced supervision, annual teacher performance appraisals, customized performance targets for headteachers, and structured performance agreements to promote accountability and effectiveness ( Namuddu, 2020 ). The theoretical framework guiding this study is rooted in Frederick Winslow Taylor’s Scientific Management Theory ( 1911 ), which emphasizes increasing employee productivity through efficiency and structured management practices. Taylor articulated four key principles: (1) scientifically studying work processes to determine the most efficient methods; (2) selecting and training workers systematically; (3) matching workers to tasks for optimal productivity; and (4) fostering cooperation between management and workers to ensure economic and effective outcomes ( Herzberg, 1959 ; Prasad, 2013 ). Taylor asserted that productivity improvements must be coupled with tangible benefits for workers, advocating for a system where increased efficiency leads to higher compensation. This theory is particularly relevant to the education sector, where systematic staff appraisal is essential to identify training needs and enhance teacher capacity. School governance structures are tasked with facilitating continuous professional development and capacity building, ensuring that teachers are well-equipped with the necessary knowledge, skills, and attitudes to achieve institutional goals. Schools are increasingly adopting scientific training methods, consistent with Taylor’s philosophy, to improve teacher effectiveness and overall institutional performance ( Altouby et al., 2020 ). In this study, attitude toward work is conceptualized as the degree to which a teacher contributes to achieving school objectives. This includes critical professional tasks such as preparing schemes of work and lesson plans, maintaining records of work done, using learners’ registers, actual classroom instruction, conducting assessment and evaluation, participating in staff meetings, managing student discipline, engaging in co-curricular activities, and offering counseling and guidance services. In Uganda, numerous policy initiatives and reforms have been implemented by the Government of Uganda to ensure equitable access to quality education at all levels. This aligns with the mission of the Ministry of Education and Sports (MoES), which is “to provide for, support, guide and co-ordinate, regulate, and promote quality education and sports to all persons in Uganda for national integration, individual and national development” ( MoES, 2021 ). In Bushenyi District, educational institutions are categorized by local governments as either government or government-aided secondary schools, with increasing attention placed on teachers’ attitudes toward work. The Government of Uganda plays a central role in this context by deploying trained teachers, paying salaries and allowances, providing educational materials and capital development inputs, and issuing national guidelines for student selection and admissions ( Huylebroeck & Kristof, 2015 ). However, the district continues to grapple with persistent challenges such as teacher absenteeism and disengagement, which are linked to systemic issues. Notably, teacher salaries consume nearly 80% of the recurrent education budget, underscoring the financial burden of teacher remuneration. The quality of education is directly influenced by the competence and commitment of teachers, emphasizing the need for strong teacher training programs. Moreover, teachers are instrumental in the successful implementation of education reforms, necessitating their active engagement and clear understanding of such reforms. An increased supply of qualified teachers remains vital to meeting Uganda’s national education goals ( Mahadi, 2018 ). Despite some progress, Bushenyi District, and Uganda more broadly, continues to face issues with teacher performance, highlighting the importance of examining how teacher remuneration affects their work attitudes, particularly in government-aided secondary schools in Kyeizooba Sub-County. Teacher remuneration has become a central concern in contemporary school administration, as it directly impacts the work environment and staff motivation ( Maicibi, 2005 ). In Uganda, the teaching profession has experienced a significant attrition of skilled and dedicated teachers due to poor pay. Many have exited the profession, citing insufficient remuneration as a primary reason ( Bamusananire, 2010 ). What was once a revered and dignified profession has, in recent years, become subject to public ridicule and dissatisfaction, largely attributed to inadequate compensation ( Sekiwu, 2013 ). Teachers often enter the profession not only to pursue a meaningful career but also to earn a sustainable livelihood. They expect to achieve personal, familial, and community upliftment, as well as improved social status, outcomes that are inextricably linked to a positive attitude toward work ( Ogunsaju, 2002 ). Ideally, teachers should be provided with favorable working conditions, including decent accommodation, meals, and access to medical care, in order to facilitate optimal performance. However, this ideal remains largely unmet. According to the 2020 Bushenyi District Local Government Education Report, teacher remuneration is a major determinant of teachers’ attitudes and performance in government secondary schools. The report highlighted a decline in performance, with failure rates standing at 17% in 2021 and 11.4% in 2022. These trends are attributed to poor teacher remuneration, which negatively influenced lesson planning, classroom instruction, and assessment quality. Given this background, the present study seeks to investigate how teacher remuneration influences their attitude toward work in government-aided secondary schools within Kyeizooba Sub-County, Bushenyi District. Literature review This study examined the Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools. Globally, housing is recognized as the second most important human need after food. It is a fundamental human right and extends beyond the provision of mere shelter ( Komardi & Panjaitan, 2022 ). Komardi and Panjaitan (2022) , in their study titled “Leadership Style, Commitment, and Work Motivation on Job Satisfaction and Teacher Performance at the Vocational School of Multi Mekanik Pekanbaru”, investigated the effects of leadership style, commitment, and motivation on job satisfaction and teacher performance. The study sampled 81 participants using purposive sampling, with leadership style, commitment, and motivation as the exogenous variables, while job satisfaction and teacher performance were the endogenous variables. Data were analyzed using descriptive statistics and Structural Equation Modeling (SEM) via Partial Least Squares (PLS). The results revealed no significant effects of leadership style, commitment, or motivation on job satisfaction. Similarly, these factors did not significantly impact teacher performance, except for leadership style, which showed a significant positive influence. These findings suggest that external motivators like housing could serve as more practical tools for enhancing teacher attitudes and performance. Housing, therefore, can offer not only shelter but also investment opportunities and cultural prestige, thereby positively influencing teachers’ attitudes toward their work. It serves as a symbol of professional success, enhances social acceptance, and affects how a teacher is perceived by their family and community ( Ismail, Ab Hamid, & Badlishah, 2021 ). In Uganda, many teachers live in informal settlements or slums with insecure tenure and poor housing-related services. Housing remains unaffordable for most members of the teaching profession, making it difficult for families to access decent living conditions. Kebuaku and Tengeh (2018) , in their study “Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants,” highlighted that inadequate housing remains a critical barrier to teachers’ job satisfaction and performance. Consequently, providing teachers with adequate housing can help them focus on their teaching responsibilities, reduce absenteeism and lateness, and enhance their professional status ( Rosemary & Samuel, 2021 ). Similarly, Setsabile and Cliff (2015) , in their case study “Enabling the Affordable Housing Mandate: The Case of the Swaziland National Housing Board (SNHB),” examined the challenges faced in delivering affordable housing. Using a triangulated approach that integrated both qualitative and quantitative data, their findings revealed operational difficulties within the SNHB due to misalignment with its affordable housing mandate. The organization shifted its focus to full-cost recovery projects catering to various income levels, which drew criticism for competing with private developers and straying from its original mandate. Muhadi and Sathasivam (2022) , in their research “Job Satisfaction among Administrative Staff in the Health Department,” assessed job satisfaction among administrative personnel in the Johor State Health Department, Malaysia. They used self-developed questionnaires to collect data from 108 respondents across various departments. Analysis through t-tests and one-way ANOVA revealed no significant differences in organizational job satisfaction across the departments. However, bivariate correlation analysis showed that most of the examined factors significantly influenced job satisfaction (p < 0.01), except for operating conditions. These findings suggest that, across sectors, job satisfaction remains a complex issue influenced by various factors—housing being a key component. In conclusion, one of the most challenging issues organizations face in workforce management is job satisfaction. Adequate housing for teachers can serve as a powerful motivator, improving job satisfaction, reducing stress, and enhancing commitment and performance in government-aided secondary schools ( Eze et al. , 2023 ). Oluwoye (2008) , in a study assessing the persistent housing shortages in developing countries using Lagos Metropolis, Nigeria, as a case study, suggested the progressive increase in the supply of high-quality and affordable housing units to ease the perennial housing crisis. The study recommended that governments provide mortgage insurance for first-time homebuyers without credit histories and for low- to middle-income earners such as teachers to enhance access to affordable housing. Similarly, Muhadi and Sathasivam (2022) advocated for restrictions on the importation of building materials and emphasized the importance of researching local building materials to make housing more affordable. While these studies share a common concern for housing accessibility, they differ from the current study in terms of objectives and geographical focus. In many developing countries, including Uganda, most teachers are forced to rent accommodation and incur daily transport costs to their workplaces. These expenses are drawn from their already low salaries. If sufficient housing units were available to accommodate teachers near schools, issues related to rent and transportation could be mitigated, thereby enhancing job satisfaction ( Lee et al. , 2022 ). Lim (2022) further argued that differences in job satisfaction levels among teachers could partly be attributed to disparities in qualification profiles between rural and urban educators. However, a more pressing factor lies in the significantly higher cost of living and daily challenges urban teachers must contend with. Malik, Danish, and Munir (2022) explored the impact of pay and promotion on job satisfaction within higher education institutions in Pakistan. Using a non-probability random sampling technique and multiple regression analysis, they distributed 200 questionnaires employing a 5-point Likert scale. The sample comprised randomly selected staff from public and private universities in Punjab, Pakistan. Their findings supported existing literature: pay had a significant impact on job satisfaction, while promotion had a comparatively lower and partially significant influence. The study highlighted that housing remains unaffordable for many in the teaching profession, with numerous families unable to access decent, formal housing. As previously noted, providing adequate housing for teachers improves their working conditions, enabling them to focus on their instructional duties. Reduced commuting distances to school may lead to lower absenteeism and tardiness, while also elevating a teacher’s professional status. In many developing nations, job satisfaction is primarily driven by income and job security, especially in contexts characterized by economic instability and widespread unemployment ( Malik, Danish, & Munir, 2022 ). The Ministry of Education (2021) supported a study in the Bugisu sub-region of Uganda that examined staff remuneration and teachers’ attitudes toward work in public primary schools. It found that housing had a statistically significant impact on teacher performance. However, there was a noted lack of adequate housing for teachers, forcing many to reside in rented accommodations far from school premises. Specifically, schools in Kapchorwa District faced significant challenges in providing decent housing for their staff. Findings by Kigenyi and Kakuru (2017) concluded that improved provision of teachers’ housing correlates with enhanced teacher performance. Unfortunately, schools in Kapchorwa District neither provide enough teachers’ houses nor rent homes for their staff. Therefore, for schools to increase teacher performance, they must prioritize the construction of additional housing units for teachers ( Ministry of Education, 2021 ). This previous study focused exclusively on the Bugisu sub-region and did not cover government primary schools in Tingeyi County, Kapchorwa District. According to the National Centre for Environmental Health (2022), safe and affordable housing is a basic necessity for all families. Without suitable living conditions, individuals cannot fully contribute to society, children’s learning suffers, and family well-being is undermined. Methodology The study adopted a cross-sectional research design, as recommended by Sekaran (2003) . This design was chosen due to its cost-effectiveness and time efficiency, as it enables the collection of data from respondents at a single point in time. It also facilitated the triangulation of information gathered through questionnaires and interviews. According to Lavrakas (2008) , cross-sectional designs allow for the use of different data collection modes such as self-administered questionnaires and face-to-face interviews. Furthermore, Moule and Goodman (2010) highlight that this design is appropriate when data representing the status quo at a specific point in time is needed, thus helping to save both time and resources. Amin et al. (2014) also advocates for the integration of both qualitative and quantitative methodologies, particularly in research involving large populations, as this enhances scientific understanding by capturing diverse opinions through methods like questionnaires. Study population According to Mugenda and Mugenda (2003) , a population is the total collection of individuals, objects, or events that share a common, observable characteristic. The target population for this study consisted of 202 participants, comprising 3 headteachers and 199 teachers in Kyeizooba Sub-county, Bushenyi District (Bushenyi District Education Officer’s Report, 2024). This population was purposefully selected because teachers are directly affected by remuneration issues and are well-positioned to provide accurate self-assessments of their attitudes toward work. Additionally, headteachers could offer valuable insights and explanations regarding teachers’ remuneration and work attitudes. For confidentiality purposes, schools included in the study were identified using alphabetical letters A, B, and C. The population distribution is presented in Table 1 . Table 1. Population distribution. Schools Head teachers Teachers Total A 1 97 98 B 1 53 54 C 1 49 50 Total 3 199 202 Sample size In human subject research, a sample refers to a subset of individuals selected from a larger population to participate in a study. According to statistical principles, a sample is a finite portion of a population whose characteristics are studied to make inferences about the entire population. For this study, a total sample size of n = 202 respondents was selected, comprising 3 headteachers and 199 teachers from Kyeizooba Sub-county, Bushenyi District. This sample was considered appropriate for providing reliable and representative data for analysis. The Cochran formula was employed to estimate the required sample size. This approach, as outlined by Cochran (2005), is suitable for large populations and assumes that the population follows a normal distribution—an assumption valid in this case since the population exceeds 30 elements. The Cochran formula is widely accepted for estimating sample size as it incorporates all parameters of the normal distribution, including margin of error, confidence level, and estimated population proportion. The Cochran sample size formula is expressed as shown in Equation (1) . (1) n = n o 1 + n o + 1 N Where; n o Z 2 PQ d 2 , Z is the abstract to the normal where it cuts the curve at the tails, P is the probability of success and Q = 1-P which is the probability of failure (0.5 when unknown). d was the margin of error (e.g., 0.05 for ±5%). Given the total population of 202, the calculated sample size was considered representative enough to generalize the findings while maintaining statistical validity Research instruments Two primary research instruments were used in this study: a questionnaire and an interview guide. The questionnaire was employed to collect quantitative data from respondents. It is a structured tool consisting of a set of questions designed to gather statistically relevant data on specific research variables. When properly constructed and ethically administered, questionnaires are highly effective for obtaining data from a large population or specific subgroups. In this study, self-administered questionnaires were used to reach all respondents. This method was chosen for its efficiency in terms of time and cost, as well as its ability to reach many individuals without requiring the physical presence of the researcher or research assistants. The questionnaire was developed by the researcher and contained items that addressed key aspects of the study. A 4-point Likert-type scale was used to measure responses, allowing participants to express their levels of agreement or disagreement with each statement. The scale consisted of the following options: Strongly Agree (4 points), Agree (3 points), Disagree (2 points), and Strongly Disagree (1 point). Each response was scored accordingly to facilitate quantitative analysis. In addition to the questionnaire, an interview guide was utilized to collect qualitative data. This guide consisted of open-ended questions that encouraged participants to provide detailed and exploratory responses. The use of open-ended questions allowed the researcher to probe further into key issues and obtain richer, more nuanced data. The interview guide was particularly useful for gathering in-depth insights from headteachers, who were purposively selected due to their administrative experience and knowledge of teacher remuneration and work attitudes. The probing nature of the interview process helped ensure that comprehensive and meaningful information was obtained to complement the quantitative findings. Ethical considerations and informed consent Ethical approval for this study was obtained from Kampala International University and the district education authorities to ensure adherence to established research ethics. Participation in the study was entirely voluntary, and respondents were assured that their identities and responses would remain confidential. Schools were coded alphabetically (A, B, and C) to maintain anonymity. Prior to data collection, participants were fully informed about the purpose, objectives, and procedures of the study, as well as their right to withdraw at any stage without penalty. Informed consent was sought from all participants. For ethical rigor, written informed consent was obtained from the teachers and headteachers who took part in the study. This ensured that participants willingly agreed to provide information, with full understanding of how the data would be used for academic purposes. To further safeguard confidentiality, no personally identifying information was included in the questionnaires or interview guides, and data were securely stored and accessible only to the researcher. These measures ensured compliance with internationally recognized ethical standards for human subject research. Results and discussions Results Descriptive Statistics on Teachers’ Medical Care Provision and Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County Based on responses obtained through a structured questionnaire, the study analyzed the relationship between the provision of medical care for teachers and their attitude towards work in government-aided secondary schools in Kyeizooba Sub-County. A four-point Likert scale was employed to guide respondents in expressing their levels of agreement with various statements, where: (4) represented Strongly Agree, (3) Agree, (2) Disagree, and (1) Strongly Disagree. This scale provided a structured means to quantify teachers’ perceptions regarding the adequacy of medical care and how it influences their motivation, commitment, and overall attitude toward their professional responsibilities. The descriptive statistical analysis aimed to identify trends and patterns in the data, offering insights into the extent to which access to medical care services correlates with positive or negative attitudes toward work among teachers in the selected schools. The quality of teachers’ housing conditions has a significant impact on their well-being and attitude toward work, as depicted in Table 2 . The data in Table 2 reveal that poor housing can lead to health problems, with a mean rating of 3.67, indicating that exposure to environmental hazards is a common issue in inadequate living conditions. These health challenges can affect teachers’ physical and mental health, reducing their ability to focus on their professional responsibilities. Therefore, decent housing plays a crucial role in safeguarding teachers’ health, which in turn supports their productivity and enthusiasm in the workplace. Teachers living in suitable housing tend to be more motivated and engaged in their roles, as reflected by a mean rating of 3.62. A stable and comfortable home environment allows them to focus more on their teaching responsibilities rather than worrying about basic living needs. Furthermore, the data indicate that teachers with secure housing are more likely to invest in their professional growth, with a mean rating of 3.56. This suggests that housing stability fosters a mindset conducive to seeking further qualifications, attending workshops, or engaging in other career-enhancing activities, which ultimately benefits the quality of education they provide. Beyond personal and professional development, housing conditions also influence teachers’ relationships and community involvement. A positive work attitude, often supported by good housing, enhances teachers’ connections with students, as reflected in a mean rating of 3.41. This underscores how their living conditions can shape their ability to build strong and supportive relationships in the classroom. However, while good housing enables community engagement, this aspect received a slightly lower rating, with a mean of 3.01, suggesting that external factors may also play a role. Overall, the findings emphasize the importance of improving teachers’ housing conditions to foster a healthier, more motivated, and community-oriented teaching workforce. Table 2. Descriptive statistics on the effect of teachers’ housing conditions on teachers’ attitude towards work in government-aided secondary schools in Kyeizooba Sub County. The effect of teachers’ housing conditions on teachers’ attitude towards work N Mean SD Inadequate housing can contribute to health issues due to exposure to environmental hazards 130 3.67 0.98 Teachers living in decent housing are generally more motivated to perform well in their roles 130 3.62 0.96 Teachers who have stable housing situations may be more inclined to pursue professional development opportunities 130 3.56 0.92 A positive attitude towards work fosters better relationships between teachers and students 130 3.41 0.87 Teachers residing in good housing conditions often engage more with the community around them 130 3.01 0.84 Discussion of the findings The Relationship Between Teacher Remuneration and Attitude Towards Work in Government-Aided Secondary Schools. This section discusses the relationship between teacher remuneration and attitude towards work in government-aided secondary schools, with insights drawn from the findings and related literature. The findings revealed that the first null hypothesis (H1), which suggested there is no significant relationship between teachers’ housing conditions and attitude towards work, was rejected. The alternative hypothesis was accepted, meaning that teachers’ housing conditions positively affect their attitude towards work. This conclusion is supported by statements from headteachers. One headteacher remarked, “Poor housing conditions like overcrowding, dampness, or lack of proper ventilation can expose teachers to health risks such as respiratory infections and stress. If a teacher isn’t physically well, their ability to focus on work naturally declines.” Another headteacher shared, “When teachers have a stable and comfortable place to live, they experience less stress and can concentrate better on their responsibilities. A good living environment helps them feel valued and motivated to put in their best effort at work.” These results align with the findings of Setsabile and Cliff (2015) in their study “Enabling the Affordable Housing Mandate,” which discussed the operational struggles of affordable housing systems and their impacts on employees’ well-being and work efficiency. Similarly, Lyimo (2014) in “Analysis of Teachers’ Low Payments in Tanzania” explored how low remuneration in Moshi Rural District affects teachers’ work attitudes and their professional focus. The study revealed that insufficient pay and delayed allowances lead to a lower status for teachers and force them to seek additional income sources, thus affecting their teaching performance and students’ learning. Although Lyimo’s study focused on the effects of remuneration on students’ learning, it did not address the impact of teachers’ attitudes toward work. Additionally, Muhadi and Sathasivam (2022) explored job satisfaction among administrative staff in Malaysia’s public health departments. Their study found significant factors influencing job satisfaction, with a particular focus on living and working conditions. The findings underscore the importance of a stable work environment, similar to the context of teachers’ housing, in fostering job satisfaction and motivation. Moreover, Ikenyiri and Ihua-Maduenyi (2021) examined the role of needs satisfaction in motivating teacher effectiveness in Rivers State, Nigeria. The study found that enhancing rent allowances, which directly relate to housing, was a strong predictor of teacher effectiveness. Although this study was based in Nigeria, its findings resonate with the present study, which was conducted in Uganda. The study concluded that government support for basic needs, including housing, is essential to ensuring teacher satisfaction and effectiveness. In conclusion, the evidence suggests that housing conditions play a crucial role in shaping teachers’ attitudes towards their work. Teachers who are provided with stable and comfortable housing are likely to be more motivated, healthier, and engaged in their professional responsibilities. These findings highlight the need for policymakers to address teachers’ housing conditions as part of broader efforts to improve their work environment and performance. The findings of this study are also consistent with Oluwoye (2008) , who conducted an assessment on the persistent housing shortages in developing countries, specifically in Lagos Metropolis, Nigeria. Oluwoye suggested that the solution to the ongoing housing crisis involves progressively increasing the supply of high-quality and affordable housing units. The study recommended that governments provide mortgage insurance to first-time homebuyers, especially those without a credit history, and to low and middle-income earners, such as teachers, in order to make housing more accessible. This approach aligns with the current study’s finding that stable housing conditions have a positive impact on teachers’ attitudes toward work. Moreover, Muhadi and Sathasivam (2022) further emphasized the need for restricting the importation of building materials and conducting research into the use of local materials to reduce housing costs. While this study focused on job satisfaction in public health departments in Malaysia, it shares similar concerns about the relationship between housing and job satisfaction, particularly in the context of low-income workers. Although the current study and Muhadi & Sathasivam’s research differ in terms of scope and objectives, both highlight the importance of affordable housing as a factor in enhancing job satisfaction and overall well-being. In the context of teachers, many are forced to rent accommodation and incur transportation costs due to the lack of affordable housing close to their workstations. These added expenses, paired with low salaries, contribute to stress and dissatisfaction. If adequate housing were provided for teachers, their job satisfaction would likely improve as the burden of rent and transport costs would be alleviated, allowing them to focus more on their professional responsibilities without the constant worry of basic living conditions. This is supported by Lee et al. (2022) , who argue that housing stability is crucial for improving job satisfaction among workers. Lastly, Lim (2022) observed that differences in job satisfaction levels between rural and urban teachers are largely due to the higher living costs and additional demands faced by urban teachers. This further emphasizes the importance of affordable housing in ensuring that teachers, especially in rural areas, feel valued and supported in their roles, as it helps mitigate the external pressures that can affect their job performance and well-being. Conclusions and recommendations This study examined the relationship between teachers’ housing conditions and their attitude towards work in government-aided secondary schools in Kyeizooba Sub-County, Bushenyi District. The findings reveal that teachers’ housing conditions have a significant impact on their motivation, job satisfaction, and overall performance. In particular, inadequate housing, characterized by overcrowding, environmental hazards, and poor ventilation, was shown to negatively affect teachers’ health, which in turn undermines their ability to focus on their professional responsibilities. On the other hand, stable and decent housing improves teachers’ well-being, fosters motivation, and enhances their commitment to the teaching profession. The results align with existing research, which suggests that comfortable and secure housing is directly linked to better physical and mental health, leading to improved work efficiency and engagement. Teachers with adequate housing are more likely to pursue professional development opportunities, engage in career-enhancing activities, and build stronger relationships with students. While housing stability also influenced teachers’ involvement in their local communities, this effect was less pronounced, indicating that other factors may contribute to community engagement. These findings underscore the importance of addressing teachers’ housing conditions within broader educational reform initiatives. Policymakers should prioritize improvements in housing as a key strategy for enhancing teachers’ job satisfaction, performance, and overall well-being. In particular, affordable housing options are essential in rural areas, where a lack of accessible housing further exacerbates the challenges, teachers face in their professional roles. Ultimately, the evidence from this study emphasizes that housing stability is crucial in shaping teachers’ attitudes toward their work. Addressing the housing needs of teachers, especially in resource-constrained settings such as rural Uganda, will foster a healthier, more motivated, and effective teaching workforce. This, in turn, will lead to better educational outcomes for students. In conclusion, improving teachers’ housing conditions, along with other aspects of their remuneration such as meal provision and medical care, should be viewed as a strategic investment in their well-being, ultimately enhancing their job performance and satisfaction. Recommendations To enhance teacher retention and job satisfaction, educational institutions need to invest in improving teachers’ housing conditions. Stable, comfortable housing can greatly reduce the stress that arises from living in inadequate or unstable conditions. By offering teachers secure housing, schools provide them with a foundation that enables them to focus on their work without the distraction and anxiety of housing uncertainty. Schools can explore various approaches, such as offering housing allowances, partnering with local housing authorities, or creating affordable housing programs specifically for educators. These efforts would not only improve teachers’ quality of life but also foster a sense of belonging and commitment to the school community. In addition to housing, providing nutritious meals for teachers should be viewed as an integral part of supporting their overall well-being. Ensuring that teachers have access to healthy meals helps to maintain their energy levels and focus throughout the day. It also signals to teachers that the school values their health and well-being. Schools could introduce meal plans or collaborate with local food vendors to offer affordable, nutritious meals. These meals can also serve as a social connector, providing opportunities for teachers to bond during breaks and build stronger relationships with their colleagues. This sense of community can enhance the work environment, promote collaboration, and boost overall morale, benefiting both teachers and students. Furthermore, providing access to medical care is a vital aspect of maintaining teachers’ health and ensuring they remain engaged and effective in their roles. Teachers with access to affordable healthcare are more likely to take care of their health, reducing absenteeism and preventing burnout. Offering health insurance or wellness programs can contribute to teachers’ physical and emotional well-being. Regular health check-ups and mental health support are also crucial for maintaining teacher health and satisfaction. By including medical care as part of a comprehensive benefits package, schools can promote a healthier and more committed workforce, which translates into improved outcomes for both educators and students. Prioritizing teachers’ health is an investment in the long-term success of the entire educational system. Ethical declaration Review and/or approval by an ethics committee was obtained from Kampala International University, Western Campus, with the REC Number KIU-2025-1102. Informed consent Consent to Participate and Consent to Publish were obtained from all participants. Data availability Underlying data Zenodo: [The Effect of Teachers’ Housing Conditions on Teachers’ Attitude]. https://doi.org/10.5281/zenodo.17114558 ( Eze, 2025 ) The project contains the following underlying data: • Teacher_Welfare_Questionnaire.xlsx – raw quantitative data collected through structured questionnaires, including variables such as age, gender/sex, occupation, housing, meal provision, and medical care. • Interview_Transcripts.pdf – anonymized qualitative responses from semi-structured interviews providing contextual insights into welfare challenges. • SPSS_Correlation_Outputs.sav – raw correlation and regression outputs generated using SPSS version 27. • Descriptive_Statistics.csv – values underlying means, standard deviations, and other reported measures. • Figures_and_Tables_Data.xlsx – datasets used to generate all graphs, tables, and regression models presented in the paper. • Image_Data_Points.csv – data points extracted from figures for reproducibility. These datasets include the values behind all reported statistical measures, the data used to build graphs and tables, points extracted from images, and metadata describing participant characteristics. Extended data Zenedo: [The Effect of Teachers’ Housing Conditions on Teachers’ Attitude]. https://doi.org/10.5281/zenodo.17114558 ( Eze, 2025 ) This project contains the following extended data: • Supplementary_Table_1.xlsx – additional descriptive statistics supporting the main analysis. • Supplementary_Figure_1.png – graphical representation of regression model validation. • Questionnaire_Form.pdf – copy of the structured questionnaire administered to teachers and headteachers. • Interview_Guide.pdf – semi-structured interview guide used to collect qualitative data. All data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0), permitting unrestricted use, distribution, and reproduction provided the original work is properly cited. 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Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 29 Sep 2025 ADD YOUR COMMENT Comment Author details Author details 1 Foundation and Science, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda 2 Research and Publication, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda Kate Kyompaire Roles: Conceptualization, Data Curation, Methodology, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Gideon Too Roles: Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Val Hyginus Udoka Eze Roles: Conceptualization, Data Curation, Methodology, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (1) version 1 Published: 29 Sep 2025, 14:1008 https://doi.org/10.12688/f1000research.169386.1 Copyright © 2025 Kyompaire K et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Kyompaire K, Too G and Eze VHU. The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.12688/f1000research.169386.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 29 Sep 2025 Views 0 Cite How to cite this report: Bhatt V. Reviewer Report For: The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.5256/f1000research.186726.r436375 ) The direct URL for this report is: https://f1000research.com/articles/14-1008/v1#referee-response-436375 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 29 Dec 2025 Viral Bhatt , [email protected] , Gandhinagar, India Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.186726.r436375 Strengthened the literature review (added synthesis, removed repetition, linked housing to teacher welfare & performance). • Elaborated sampling & sampling frame (clear population, sampling technique, calculation and handling of small strata). • Expanded data-collection procedures (questionnaire design, pilot, ... Continue reading READ ALL Strengthened the literature review (added synthesis, removed repetition, linked housing to teacher welfare & performance). • Elaborated sampling & sampling frame (clear population, sampling technique, calculation and handling of small strata). • Expanded data-collection procedures (questionnaire design, pilot, interviewer training, timeline, ethical safeguards).Added practical and social implications and tightened the theory linkage to the paper’s core area. • Flagged and advised on the insufficiency of only 3 senior teachers as key informants and gave solutions. • Inserted recent, authoritative citations to strengthen claims and called out where you should add a small set of latest references. Need to eloborate the sampling and data gathering process with some advance statistical analysis tools, theory should be link with the study and add more relevent implications.This study integrates classic productivity and welfare perspectives with contemporary motivation theory to interpret findings. Taylor’s Scientific Management underscores how systematic improvements in work conditions increase productivity; housing is a concrete form of such structural support. Herzberg’s hygiene–motivator distinction clarifies how housing (a hygiene factor) reduces dissatisfaction and creates conditions for intrinsic motivation to operate. Cognitive Appraisal Theory explains how housing-related stressors (insecurity, dampness) exacerbate anxiety and reduce cognitive resources available for lesson planning and classroom engagement. Practically, housing provision is therefore both a welfare intervention and a strategic lever: it reduces daily stressors that sap teacher time and energy, improves retention of skilled staff, and enables teachers to focus on pedagogical quality — thereby supporting both social equity (stable livelihoods) and educational outcomes. Do not claim generalizability from only three headteacher interviews. Instead: state they were purposively selected as key informants and treat their qualitative evidence as contextual illumination rather than broad inference. over all its good attempt. I suggest major revision. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? No Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: RESEARCH METHODS AND DATA ANALYSIS , CONSUMER M,ARKETING, FINTECH AND CAUSE RELATED MARKETING, I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Bhatt V. Reviewer Report For: The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.5256/f1000research.186726.r436375 ) The direct URL for this report is: https://f1000research.com/articles/14-1008/v1#referee-response-436375 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Charles K. Reviewer Report For: The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.5256/f1000research.186726.r420052 ) The direct URL for this report is: https://f1000research.com/articles/14-1008/v1#referee-response-420052 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 16 Oct 2025 Kidega Charles , Zhejiang Normal University, Jinhua, China Not Approved VIEWS 0 https://doi.org/10.5256/f1000research.186726.r420052 The manuscript addresses a critically important and under-researched topic in educational development: the link between teacher welfare (specifically housing) and professional performance in a rural Ugandan context. The study has significant potential to inform policy and possesses clear practical relevance. ... Continue reading READ ALL The manuscript addresses a critically important and under-researched topic in educational development: the link between teacher welfare (specifically housing) and professional performance in a rural Ugandan context. The study has significant potential to inform policy and possesses clear practical relevance. However, in its current form, it requires major revisions to meet the methodological and presentational standards expected for indexing. The core issues lie in the execution and reporting of the methodology, the depth of the literature review and discussion, and several structural and grammatical errors. Major Issues Requiring Revision Title The title is clear but the focus shifts in the introduction and abstract to "teacher remuneration" as a broader concept. The manuscript should consistently focus on "housing conditions" as the independent variable, or the title and scope need to be adjusted to reflect the broader focus. Abstract The abstract mentions a mixed-methods approach but only reports quantitative (mean) results. A brief mention of the key qualitative findings (e.g., overcrowding, commuting costs) would better reflect the integrated methodology. The conclusion in the abstract is somewhat generic. It should more directly state the key finding: that investing in teacher housing is a strategic intervention for improving motivation and educational outcomes in this specific context. Introduction The introduction spends considerable time on teacher remuneration in general, which dilutes the focus on housing. The transition from global teacher performance to the specific problem of housing in rural Uganda needs to be sharper and more focused. 2. Literature Revie w Lack of Critical Synthesis The literature review reads more like an annotated bibliography (listing what each study did and found) rather than a synthesized analysis. It should be re-organized thematically (e.g., housing and job satisfaction globally, housing challenges in Uganda, the theoretical link between welfare and performance) to build a cohesive argument for the current study. Relevance of Cited Studies Several cited studies (e.g., Komardi & Panjaitan, 2022; Muhadi & Sathasivam, 2022) are tangentially related at best, as they do not focus on housing or even on teachers. The review must prioritise literature directly relevant to teacher housing and welfare. Theoretical Framework The choice of Taylor’s Scientific Management Theory (1911) is unusual and not sufficiently justified. This theory, focused on efficiency and time-motion studies in industrial settings, is a poor fit for a study on the psychosocial impact of housing. Theories like Maslow's Hierarchy of Needs (which directly positions housing as a basic physiological and safety need) or Herzberg's Two-Factor Theory (which could frame housing as a "hygiene factor") would be far more appropriate and should be adopted and thoroughly discussed. 3. Methodology Research Design The justification for a cross-sectional design is adequate. Sample Size Calculation (Critical Issue) The use of the Cochran formula is fundamentally incorrect and misapplied. The formula presented in Equation (1) is nonsensical and does not represent the standard Cochran formula. The standard formula is \( n_0 = \frac{Z^2 p(1-p)}{e^2} \) for large populations, with an adjustment for finite populations. The manuscript states the entire population of 202 was used, making a sample size calculation redundant. This section should be rewritten to clarify that a census approach was taken for statistical robustness, and the erroneous equation and explanation must be removed. Data Collection The 4-point Likert scale is acceptable, but its justification (e.g., to force a choice and avoid neutral responses) should be stated. More detail is needed on the interview process. How many headteachers were interviewed? How were the interviews recorded, transcribed, and analysed? The qualitative analysis method (e.g., thematic analysis) must be explicitly stated. 4. Results Lack of Inferential Statistics The title and abstract claim a "statistically significant effect" (p < 0.05), but no inferential statistical test is reported to support this claim. The results section only provides descriptive statistics (means and standard deviations). To make this claim, the authors must present the results of an appropriate test (e.g., a regression analysis showing the relationship between housing conditions and work attitude, controlling for other factors). The current data only shows perceptions, not a tested "effect." Presentation of Qualitative Data The qualitative findings are minimally presented, with only two supporting quotes. A richer presentation of the themes identified from the interviews and how they complement the quantitative data is required. 5. Discussion and Conclusion Overstatement of Findings The discussion repeatedly states that housing conditions "positively affect" attitude, but without inferential statistics, this is an overinterpretation of descriptive data. The language should be tempered to reflect that the data suggests a strong association or indicates a perceived impact. The discussion fails to connect the findings back to the theoretical framework. If the theory is changed (as recommended), the discussion should explicitly discuss how the findings illustrate, for example, the fulfillment of basic needs in Maslow's hierarchy. Recommendations The recommendations are good but could be more specific and targeted. For example, instead of "partner with local housing authorities", suggest a specific mechanism like "establish a teacher housing revolving fund" or "provide targeted, location-specific housing allowances. Is the work clearly and accurately presented and does it cite the current literature? No Is the study design appropriate and is the work technically sound? No Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Curriculum studies, Human I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Charles K. Reviewer Report For: The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.5256/f1000research.186726.r420052 ) The direct URL for this report is: https://f1000research.com/articles/14-1008/v1#referee-response-420052 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 29 Sep 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 1 29 Sep 25 read read Kidega Charles , Zhejiang Normal University, Jinhua, China Viral Bhatt , [email protected] , Gandhinagar, India Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Bhatt V. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 29 Dec 2025 | for Version 1 Viral Bhatt , [email protected] , Gandhinagar, India 0 Views copyright © 2026 Bhatt V. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Strengthened the literature review (added synthesis, removed repetition, linked housing to teacher welfare & performance). • Elaborated sampling & sampling frame (clear population, sampling technique, calculation and handling of small strata). • Expanded data-collection procedures (questionnaire design, pilot, interviewer training, timeline, ethical safeguards).Added practical and social implications and tightened the theory linkage to the paper’s core area. • Flagged and advised on the insufficiency of only 3 senior teachers as key informants and gave solutions. • Inserted recent, authoritative citations to strengthen claims and called out where you should add a small set of latest references. Need to eloborate the sampling and data gathering process with some advance statistical analysis tools, theory should be link with the study and add more relevent implications.This study integrates classic productivity and welfare perspectives with contemporary motivation theory to interpret findings. Taylor’s Scientific Management underscores how systematic improvements in work conditions increase productivity; housing is a concrete form of such structural support. Herzberg’s hygiene–motivator distinction clarifies how housing (a hygiene factor) reduces dissatisfaction and creates conditions for intrinsic motivation to operate. Cognitive Appraisal Theory explains how housing-related stressors (insecurity, dampness) exacerbate anxiety and reduce cognitive resources available for lesson planning and classroom engagement. Practically, housing provision is therefore both a welfare intervention and a strategic lever: it reduces daily stressors that sap teacher time and energy, improves retention of skilled staff, and enables teachers to focus on pedagogical quality — thereby supporting both social equity (stable livelihoods) and educational outcomes. Do not claim generalizability from only three headteacher interviews. Instead: state they were purposively selected as key informants and treat their qualitative evidence as contextual illumination rather than broad inference. over all its good attempt. I suggest major revision. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? No Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise RESEARCH METHODS AND DATA ANALYSIS , CONSUMER M,ARKETING, FINTECH AND CAUSE RELATED MARKETING, I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Bhatt V. Peer Review Report For: The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.5256/f1000research.186726.r436375) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1008/v1#referee-response-436375 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Charles K. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The author(s) is/are employees of the US Government and therefore domestic copyright protection in USA does not apply to this work. The work may be protected under the copyright laws of other jurisdictions when used in those jurisdictions. 16 Oct 2025 | for Version 1 Kidega Charles , Zhejiang Normal University, Jinhua, China 0 Views copyright © 2025 Charles K. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The author(s) is/are employees of the US Government and therefore domestic copyright protection in USA does not apply to this work. The work may be protected under the copyright laws of other jurisdictions when used in those jurisdictions. format_quote Cite this report speaker_notes Responses (0) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The manuscript addresses a critically important and under-researched topic in educational development: the link between teacher welfare (specifically housing) and professional performance in a rural Ugandan context. The study has significant potential to inform policy and possesses clear practical relevance. However, in its current form, it requires major revisions to meet the methodological and presentational standards expected for indexing. The core issues lie in the execution and reporting of the methodology, the depth of the literature review and discussion, and several structural and grammatical errors. Major Issues Requiring Revision Title The title is clear but the focus shifts in the introduction and abstract to "teacher remuneration" as a broader concept. The manuscript should consistently focus on "housing conditions" as the independent variable, or the title and scope need to be adjusted to reflect the broader focus. Abstract The abstract mentions a mixed-methods approach but only reports quantitative (mean) results. A brief mention of the key qualitative findings (e.g., overcrowding, commuting costs) would better reflect the integrated methodology. The conclusion in the abstract is somewhat generic. It should more directly state the key finding: that investing in teacher housing is a strategic intervention for improving motivation and educational outcomes in this specific context. Introduction The introduction spends considerable time on teacher remuneration in general, which dilutes the focus on housing. The transition from global teacher performance to the specific problem of housing in rural Uganda needs to be sharper and more focused. 2. Literature Revie w Lack of Critical Synthesis The literature review reads more like an annotated bibliography (listing what each study did and found) rather than a synthesized analysis. It should be re-organized thematically (e.g., housing and job satisfaction globally, housing challenges in Uganda, the theoretical link between welfare and performance) to build a cohesive argument for the current study. Relevance of Cited Studies Several cited studies (e.g., Komardi & Panjaitan, 2022; Muhadi & Sathasivam, 2022) are tangentially related at best, as they do not focus on housing or even on teachers. The review must prioritise literature directly relevant to teacher housing and welfare. Theoretical Framework The choice of Taylor’s Scientific Management Theory (1911) is unusual and not sufficiently justified. This theory, focused on efficiency and time-motion studies in industrial settings, is a poor fit for a study on the psychosocial impact of housing. Theories like Maslow's Hierarchy of Needs (which directly positions housing as a basic physiological and safety need) or Herzberg's Two-Factor Theory (which could frame housing as a "hygiene factor") would be far more appropriate and should be adopted and thoroughly discussed. 3. Methodology Research Design The justification for a cross-sectional design is adequate. Sample Size Calculation (Critical Issue) The use of the Cochran formula is fundamentally incorrect and misapplied. The formula presented in Equation (1) is nonsensical and does not represent the standard Cochran formula. The standard formula is \( n_0 = \frac{Z^2 p(1-p)}{e^2} \) for large populations, with an adjustment for finite populations. The manuscript states the entire population of 202 was used, making a sample size calculation redundant. This section should be rewritten to clarify that a census approach was taken for statistical robustness, and the erroneous equation and explanation must be removed. Data Collection The 4-point Likert scale is acceptable, but its justification (e.g., to force a choice and avoid neutral responses) should be stated. More detail is needed on the interview process. How many headteachers were interviewed? How were the interviews recorded, transcribed, and analysed? The qualitative analysis method (e.g., thematic analysis) must be explicitly stated. 4. Results Lack of Inferential Statistics The title and abstract claim a "statistically significant effect" (p < 0.05), but no inferential statistical test is reported to support this claim. The results section only provides descriptive statistics (means and standard deviations). To make this claim, the authors must present the results of an appropriate test (e.g., a regression analysis showing the relationship between housing conditions and work attitude, controlling for other factors). The current data only shows perceptions, not a tested "effect." Presentation of Qualitative Data The qualitative findings are minimally presented, with only two supporting quotes. A richer presentation of the themes identified from the interviews and how they complement the quantitative data is required. 5. Discussion and Conclusion Overstatement of Findings The discussion repeatedly states that housing conditions "positively affect" attitude, but without inferential statistics, this is an overinterpretation of descriptive data. The language should be tempered to reflect that the data suggests a strong association or indicates a perceived impact. The discussion fails to connect the findings back to the theoretical framework. If the theory is changed (as recommended), the discussion should explicitly discuss how the findings illustrate, for example, the fulfillment of basic needs in Maslow's hierarchy. Recommendations The recommendations are good but could be more specific and targeted. For example, instead of "partner with local housing authorities", suggest a specific mechanism like "establish a teacher housing revolving fund" or "provide targeted, location-specific housing allowances. Is the work clearly and accurately presented and does it cite the current literature? No Is the study design appropriate and is the work technically sound? No Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Curriculum studies, Human I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (0) Charles K. Peer Review Report For: The Effect of Teachers’ Housing Conditions on Teachers’ Attitude Towards Work in Government-Aided Secondary Schools in Kyeizooba Sub-County, Uganda [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1008 ( https://doi.org/10.5256/f1000research.186726.r420052) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1008/v1#referee-response-420052 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. 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