Paper ID: TAGJ26092515

The Relationship Between Career Demands and Parenting Effectiveness Among Female Teachers in Government-Aided Secondary Schools in Kazo District, Uganda

Kemigisha Rose*, Dr. Barigye Enock (PhD), Rev. Dr. Judith Arinaitwe (PhD)

Faculty of Education, Arts and Media Studies (FEAMS)

Bishop Stuart University, P. O. Box 09, Mbarara, Uganda.

*Email: [email protected] 

ORCiD: https://orcid.org/0009-0004-8386-306X 

Abstract 

This study examined the relationship between career demands and parenting effectiveness among female teachers in government-aided secondary schools in Kazo District. A cross-sectional research design was employed to collect data at a single point in time. The study involved 110 respondents, including 103 female teachers and 7 head teachers, selected through purposive and simple random sampling techniques. Data were collected using self-administered questionnaires and face-to-face interviews. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation coefficient to assess relationships between variables. A strong negative correlation (r = -0.75, p = 0.01) was found between career demands and parenting effectiveness, indicating that as career demands increased, parenting effectiveness decreased. The study concluded that the career demands placed on female teachers significantly hinder their ability to parent effectively, highlighting the need for supportive policies and interventions to help female educators balance their professional and family responsibilities. It was therefore recommended that the government implement measures to reduce workload and improve support systems for female teachers, that schools develop family-friendly policies such as flexible working hours and childcare support, and that further research be conducted to explore coping strategies employed by female teachers and the long-term effects of career-related stress on family dynamics.

Keywords: Relationship, Career Demands, Parenting Effectiveness, Female Teachers, Government-Aided Secondary Schools

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