Collaborative Team Building Activities among Secondary School Teachers in Mbarara City

Jackline Komugisha; Irene Aheisibwe; Jean Ahabwe

doi:10.36948/ijfmr.2026.v08i05.88883

Collaborative Team Building Activities among Secondary School Teachers in Mbarara City

Author(s)	Ms. Jackline Komugisha, Dr. Irene Aheisibwe, Ms. Jean Ahabwe
Country	Uganda
Abstract	This study explored collaborative team-building activities among secondary school teachers in Mbarara City, Uganda. The study was guided by the specific objective of finding out the collaborative team-building activities conducted among secondary school teachers in Mbarara City. A qualitative phenomenological research design with an explanatory orientation was employed, as it enabled the researcher to capture in-depth information, explore nuanced experiences and understand the perspectives of various stakeholders. The study population comprised 339 respondents, namely 300 teachers, 38 head teachers and 1 City Education Officer, drawn from all 38 secondary schools in the study area, of which 24 were private and 14 were government secondary schools. A sample of 207 respondents, comprising 171 teachers, 35 head teachers and 1 City Education Officer, was determined using the Krejcie and Morgan (1970) table alongside the principle of data saturation. Purposive sampling was used, and eligibility required at least one year of service in the respective school and willingness to provide informed consent. Data were collected through face-to-face interviews with the City Education Officer and head teachers using an unstructured interview guide, and through 14 focus group discussions, each comprising 12 teachers drawn from different schools. Thematic analysis was used to code transcribed responses and cluster similar codes into broader themes, with participants' voices preserved through verbatim quotations. The findings revealed that schools conduct a wide range of activities, including games and sports, staff trips, end-of-year parties (chalk wash-down), internal and external workshops, social gatherings such as careers day, staff parties around colleagues' milestones, karaoke, music, dance and drama, and staff meetings held three times a term. These activities were largely annual and delegated to named offices, principally the welfare office and the academics office, while the City Education Department organised some at least once a term. Participation was motivated chiefly by enjoyment, and delivered improved social life, easier consultation and problem-solving, solidarity among teachers, and innovativeness. However, participation was constrained by lack of time, differences in interests, limited financial resources, heavy workload and mistrust. The study recommends that head teachers, in collaboration with the City Education Department, institutionalise collaborative team-building activities within the school calendar so that they occur at least once every term and are designed in affordable, school-based formats.
Keywords	Collaborative Team Building Activities, Secondary School Teachers, Mbarara City
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-10-01
DOI	https://doi.org/10.36948/ijfmr.2026.v08i05.88883

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Collaborative Team Building Activities among Secondary School Teachers in Mbarara City

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