The Secretary General of Uganda Professional Science Teachers’ Union (UPSTU), Mr Aron Mugaiga, has expressed concern over alleged rising alcohol abuse among science teachers following a rise in pay for these educationists in 2022.
This follows concerns raised by the Kabale District Education Officer, Mr Moses Bwengye. The union has since called for a return to basic professional principles.
‘As a national professional body representing science teachers across Uganda, UPSTU treats matters relating to professional conduct, welfare, and learner outcomes with utmost seriousness,’ Mr Mugaiga said.
The Union leader insisted that while the science teachers’ union recognises the importance of addressing any incidents of indiscipline, such reports should not be used to generalise or stigmatize the entire fraternity of science teachers in Uganda.
He explained that the overwhelming majority of science teachers remain committed, disciplined, and professional and in discharge of their duties, despite working under demanding conditions.
According to Mr Bwengye, the district had lost some science teachers to alcohol-related causes, noting that many continue to spend their enhanced salaries on alcohol, instead of investing the money and concentrating on teaching. The government increased salaries for science teachers starting in the 2022/2023 financial year.
Currently, graduate science teachers now earn about Shs4 million per month, while science head teachers earn up to Shs6.5 million.
Mr Mugaiga suggested that alcoholism ought to be discussed within the broader context of the teaching profession, where some teachers are battling mental health challenges triggered by various factors.
‘Science teachers are currently operating in an environment characterised by increased workloads arising from rising student enrolment in science subjects, intensified practical and theoretical teaching demands, and growing administrative expectations associated with the competence-based curriculum,’ he explained. Mr Bwengye added that teachers face limited access to structured psychosocial support systems and wellness programmes within their workplaces. UPSTU has consistently highlighted that these combined pressures can contribute to stress-related challenges that may affect wellbeing and professional performance if not adequately addressed through supportive interventions.’
Mr Mugaiga noted that while professional ethics and discipline remain non-negotiable obligations for all teachers, issues relating to conduct must also be understood within the wider framework of teacher welfare and working conditions.