TABLE OF CONTENTS
DECLARATION j
APPROVAL
DEDICATION iii
ACKNOWLEDGEMENT iv
LIST OF TABLES v
TABLE OF CONTENTS vi
ABSTRACT ix
CHAPTER ONE 1
INTRODUCTION 1
1 .0 Introduction 1
1. lBackground of Study 1
1.2 Statement of problem 3
1.3 Objectives 3
1.3.1 General objectives of the study 3
1.4 Specific objectives of the study 4
CHAPTER TWO 6
LITERATURE REVIEW 6
2.0 Introduction 6
2.1 Benefits of studying geography education to teachers of geography 6
2.2 Challenges faced by geography teachers in Iganga Municipality 7
2.3 Improving geography teacher’s livelihood in Iganga Municipality 8
vi
CFIAPTER THREE .11
RESEARCH METHODOLOGY 11
3.0 Introduction 11
3.1 Research design 11
3.3 Study population 11
3.4 Sampling methods 11
3.4.1 Simple Random Sampling (SRS) 11
3.4.2 Purposive sampling 12
3,6 Data collection instruments 12
3.6.1 Questionnaires 12
3.6.2 Data processing and Analysis 13
3.7. Validity and Reliability Instruments 13
3.10. Ethical consideration 13
CHAPTER FOUR 15
DATA INTERPRETATION, ANALYSIS AND PRESENTATION 15
4.0 Introduction 15
4.1 Background characteristics 15
CHAPTER FIVE 27
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 27
1.0 Introduction 27
5.1 Summary of findings 27
5.2 Conclusions 28
5.3. Recommendations 28
5.3.1 Recommendations on further research 29
ABSTRACT The Study sought to establish the economic impact if studying geography education on teacher ‘s livelihood in Iganga inunici~ality .he study was conducted onfive schools in Iganga Municz~ality which included Iganga high school~, Iganga progressive academy S.S, Iganga top care S.S Savannah Highland Collage S.S and triangle secondary school. It was guided by the following objective: to establish the benefit ofstudying geography education to geography teachers in Iganga municzpality, to find out the challenges faced by geography teachers in Iganga municipality and establish ways ofimproving geography teacher’s livelihood in Iganga municipality. The population of the study was 85 respondents including 60 teachers, 15 directors of studies from which a sample size of 32 respondents were selected. This comprised of 25 teachers, 04 directors ofstudies and 3 head teachers, the sampling techniques used included simple random sampling for selecting the 25 teachers, and purposive sampling for selecting 03 head teachers, 04 directors of studies. Research instruments used were questionnaires, which were administered to the 25 teachers, 03 head teachers, and 04 directors ofstudies. Most of the respondents provided that they benefit from studying geography education, also agreed upon the challengesfaced and ways ofimproving geography teacher ‘s livelihood. The researcher recommended that the school authorities should give motivational packages to their teachers for example allowances for making ,masters on duty ,supervision ofpreps , this will help them achieve livelihood, ministry ofeducation and sports and school authorities should by a certain percentage increase teachers’ salaries and allowances such that they can improve on their livelihood, there should be provision of entrepreneur skills to geography teachers to help them join business as the other source of income to improve on their livelihood with more recommendations on further research as the impact of assessment and evaluation in transforming geography teachers life and the role of geography education in transforming geography teachers in secondamy schools in Iganga municipality. Conclusion were made on aspects of studying geography education on teachers livelihood in Iganga municipality as geography teaches realizes a lot of benefits in studying geography education in Iganga munici~aiity and this has improved their livelihood, a few challenges of achieving geography teachers livelihood do still exist that if left un attempt to may reduce teachers livelihoo4 geography teachers livelihood can be improved if discussed ways of improving livelihood has been affected.
