Does Part-Time Job Affect University Students' Academic Progress? The Case of Makerere University's Teacher Trainee Employment in Greater Kampala Secondary Schools, Uganda

Autor/in	Oonyu, Joseph C.
Titel	Does Part-Time Job Affect University Students' Academic Progress? The Case of Makerere University's Teacher Trainee Employment in Greater Kampala Secondary Schools, Uganda
Quelle	In: Journal of Education and Work, 32 (2019) 5, S.518-535 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1673887
Schlagwörter	Teacher Education Programs; Grade Point Average; Foreign Countries; Employment; Preservice Teachers; Undergraduate Students; Secondary School Teachers; Dropouts; Student Employment; Academic Persistence; Tuition; Financial Needs; Bachelors Degrees; Generalization; Population Groups; Educational Attainment; Student Attitudes; Part Time Employment; Academic Achievement; Uganda + Suchen Sie Ihr Suchwort? Ausland; Dienstverhältnis; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studentenarbeit; Unterweisung; Unterricht; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Schülerverhalten; Part-time employment; Teilzeitbeschäftigung; Schulleistung
Abstract	A study on employment and academic progress of undergraduate teacher trainees at Makerere University Uganda was necessitated by the rising number of trainees taking-up employment in secondary schools within Kampala City, which may cause untimely completion and high dropout rates. However, no study has been done to establish the motives for employment, who is likely to seek employment, the job demands and how work affects the academic progress of trainees. Using a pre-tested, valid and reliable questionnaire, the study investigated the impact of employment on the academic progress of 226 teacher trainees in Year I and Year II during the academic year 2016/17. The motives for work were mainly financial to help with upkeep and tuition payment. Employment did not significantly (p < 0.05) impact on the students Commutative Grade Point Average (CGPA) and student progression. However, the findings suggest that offering a B.Sc. /Ed increases the likelihood that a student would seek employment but not to a statistically significant extent (0.888 > 0.05). Students who are on Normal Progression (NP) were less likely to be employed or sponsored by the government. It is recommended that further studies need to examine the robustness of the findings and generalisations with different university population groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01