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August 20, 2025International Development Planning Review

Non-essential? COVID-19 disruption to teachers’ economic citizenship in low-cost private schools in Kampala City

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Authors

KAKellen AganyiraKAKarembe F. AhimbisibweTKTiina Kontinen

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Overview

Qualitative analysis reveals how teachers in low-cost private schools redefined their economic citizenship amid shutdowns, suggesting significant changes in their professional identities.

Key Points

  • The pandemic caused teachers in low-cost private schools to be seen as non-essential, affecting their right to work and economic status.
  • Teachers adapted by exploring informal sector opportunities, demonstrating resilience in response to economic disruption.
  • Thematic analysis of interviews revealed a shift in teachers' feelings towards their profession and their citizenship status during COVID-19.
  • This situation highlights the broader implications for the education sector and economic citizenship in low-cost schooling contexts.

Cite This Study

Aganyira et al. (2025) studied this question.

synapsesocial.com/papers/68af3e4fcf1dd9ea359ebb05https://doi.org/10.3828/idpr.2025.15
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Teacher’s teaching experience during covid-19: A case study of Kampala district, Uganda2025
  2. 2Safer at school? Experiences of families on school closure during COVID-19 in an informal settlement in Nairobi, Kenya2025
  3. 3UNMASKING THE TENETS OF TEACHER PROFESSIONAL SUPPORT DURING THE COVID-19 PANDEMIC: THE KENYAN EXPERIENCE2025
  4. 4The Voices of Teachers of Public and Private Sector Using E- Learning During the Pandemic Covid-19 and its aftermath. A Qualitative Phenomenological Study Based on Lived Experience2025
  5. 5Understanding Teachers' Experiences of the Effects and Outcomes of COVID-19 on the Quality of Education in Elementary Schools2024