FOUR YEARS AFTER QUITTING HIS JOB, TEACHER OBTAINS DOCTORATE

A Ugandan national who recently obtained his doctoral degree during WSU’s Spring graduation ceremony in November has vowed to use his newly-gained expertise to help enhance the quality of education amongst learners both in South Africa and his country of birth.   

Dr Godfrey Mutesasira, who resigned from his job as a teacher in Mthatha to pursue his doctorate in 2018, said he’d use his newly-acquired prestige in academia to access more opportunities that would help him pursue his community-based work further.

His passion for community-based activism was ignited in 2019 following his opening of a pre-school as a non-governmental organisation where he resides in the rural town of Ngqamakwe in the Eastern Cape’s former Transkei region.

‘’This academic achievement is a game changer and has transformed my life and I’m now truly a new man. This accolade has further pushed me to pursue my dream of elevating my school from a pre-school to a primary school so I can increase the numbers of children I can help access the doors of learning,’’ said Mutesasiira.

His aspirations however are not confined to helping only toddlers and adolescents, as evidenced by his thirst to help university students pursue academia, in a bid to produce evidence-based solutions aimed at alleviating some of society’s biggest challenges.

Mutesasira’s thesis, titled “Motivation as a strategy for improving teacher performance: the case of Amathole East Education District of South Africa”, has made a number of observations regarding motivation as a factor in the performance of teachers.

Quite notably, his study found that rural communities lack basic amenities and leisure activities have a detrimental impact on teaching and learning as students and teachers aren’t motivated.

“Teachers who are motivated, as the study shows, will definitely have high levels of performance, so it remains very important for teachers’ passion to remain forever rejuvenated to make them remain in the profession,” said Mutesasira.

Another significant finding in the study was that there was a need for management to help create a conducive environment by becoming inspirational leadership; managers recognizing good performances by teachers; expanding of work-related benefits and more teacher-participation in decision-making.

In a conclusion, Mutesasira made numerous recommendations, which include the installation of inspirational leaders who’re accountable; the creation of an enabling teaching and learning environment as well as shared values for teaching and learning that help enhance the practice.