Teachers’ roles and choice of subject combinations in Jinja District, Uganda

Christopher Kisa Ebenezer

African Educational Research Journal
Published: November 6 2025
Volume 13, Issue 4
Pages 450-460
DOI: https://doi.org/10.5281/zenodo.17544202

Abstract

A mixed-method approach to provide a comprehensive understanding of teachers' roles in choice of subject combinations in secondary schools was employed. The study employed descriptive survey design to collect numerical data for statistical analysis while also gathering detailed perspectives and experiences that provided depth and context to the quantitative findings. The study revealed that Teachers' background, experience, and personality significantly impact students' choice of subject combinations in secondary schools. Teachers work with administrators as a team to influence choice of subject combinations. A number of challenges affect Teachers’ role in choice of subject combinations and positive perception of teachers' involvement in guiding subject and career choices, particularly in promoting specificity and aligning combinations with interests and performance combinations. Concerning recommendation, schools should provide teachers with training on effective career guidance, Policy makers should fund career guidance programs, School management should encourage collaboration among teachers, parents, and administrators, all teachers should view career guidance as a shared responsibility.

Keywords: Teachers’ role, choice of subject combinations.

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