Analyzing Educators’ Experiences of Implementing Uganda’s National Teacher Policy: Using Bourdieu’s Field Lens

This study investigated the implementation of Uganda’s National Teacher Policy (NTP) through the lens of Bourdieu’s Field Theory, with a specific focus on Continuous Professional Development (CPD) for teachers. The research aimed to explore the interplay between the policy field and the field of teachers’ work and analyze the experiences of institution heads and teachers in selected primary and secondary schools in Uganda’s capital, Kampala. Employing a qualitative case study design, data were collected from semi-structured interviews and focus group discussions with education policymakers (n=5), headteachers (n=10), and teachers (n=20) from selected primary schools (n=5) and secondary schools (=5) in Kampala. Thematic analysis, guided by Bourdieu’s concepts of field, habitus, and capitals, was utilized to identify key patterns and disjunctions. Findings reveal significant structural hierarchies and power dynamics within the policy field, often disconnecting policymakers and practitioners. Institution heads reported challenges in adapting rigid policy frameworks to their contextual realities, highlighting intra-field tensions. Teachers’ engagement with CPDs was influenced by their habitus, with those possessing strong professional identities showing greater proactive participation. Disparities in cultural and economic capital among schools affected CPD accessibility and effectiveness, with well-resourced schools better positioned to implement comprehensive CPD initiatives. The study underscores the importance of reflexivity among policymakers, principals, and teachers to bridge gaps between policy intentions and practical realities. Recommendations include flexible and context-sensitive CPD policies, equitable resource distribution, and fostering collaborative professional learning communities. Future research should consider longitudinal studies on CPD impact, comparative regional analyses, and the role of digital learning in teacher CPD. Addressing these factors is crucial for enhancing the NTP’s impact on teacher professional development and improving educational outcomes in Uganda.