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August 11, 2025Kampala International University Interdisciplinary Journal of Humanities and Social SciencesOpen Access

Teacher’s teaching experience during covid-19: A case study of Kampala district, Uganda

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Authors

OFOlubusayo Victor FakuadeAOAdemola Olatide OlaniyanKRKanyana Ruth

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Overview

Qualitative analysis reveals challenges in pedagogy and technology use among teachers in Kampala, suggesting support improvements.

Key Points

  • Teachers faced unique challenges during COVID-19, including difficulties in student engagement and limited access to technology.
  • Interviews with 15 teachers highlighted the importance of adapting to new teaching methods, particularly virtual classrooms.
  • Thematic analysis was used to evaluate qualitative data from unstructured interviews, revealing significant pedagogical obstacles.
  • These findings underscore the need for enhanced teacher training and resources to improve educational resilience in pandemics.

Cite This Study

Fakuade et al. (2025) studied this question.

synapsesocial.com/papers/68c2354db210217d6476fc2fhttps://doi.org/10.59568/kijhus-2025-6-1-17
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Also Consider

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

  1. 1UNMASKING THE TENETS OF TEACHER PROFESSIONAL SUPPORT DURING THE COVID-19 PANDEMIC: THE KENYAN EXPERIENCE2025
  2. 2The 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
  3. 3From Crisis to Confidence: How Covid-19 Teaching Experiences Transformed Teachers in Cambridge and Edexcel Schools in Dhaka2025
  4. 4Challenges Faced by Teachers in Classroom Teaching Practices with Digital Transformation during Covid-19: A Survey Study2025
  5. 5Non-essential? COVID-19 disruption to teachers’ economic citizenship in low-cost private schools in Kampala City2025