Building Teacher Capacity for Quality Instruction in Rural Ugandan Primary Schools: A Mixed-Methods Study of Karamoja District, Uganda

Teacher capacity remains fundamental to promoting quality instruction and improving learners' educational outcomes globally. However, educational inequalities continue to undermine instructional effectiveness within rural and marginalized communities, particularly across Sub-Saharan Africa. In Uganda, although substantial investments have been directed towards improving educational access through Universal Primary Education and successive educational reforms, considerable disparities remain regarding teacher preparedness, instructional quality, and professional support systems within rural schools. Karamoja  District presents unique educational challenges characterized by inadequate instructional resources, teacher shortages, limited professional development opportunities, learner diversity, and infrastructural constraints that significantly influence classroom instruction. This study assessed teacher capacity for promoting quality instruction in rural primary schools in Karamoja District, Uganda. Specifically, the study examined teachers' pedagogical competencies for quality classroom instruction, investigated institutional and contextual factors influencing teacher capacity, examined the influence of continuous professional development and instructional support systems on teachers' instructional practices, and explored strategies for strengthening teacher capacity in rural primary schools. The study employed a convergent mixed-methods research design integrating quantitative and qualitative approaches. Data were generated through questionnaires, semi-structured interviews, classroom observations, and document analysis. Quantitative findings were analyzed using descriptive statistics while qualitative findings were analyzed thematically following Braun and Clarke's six-stage framework. Findings demonstrate that although teachers exhibit substantial commitment towards learner-centered instructional practices, significant challenges relating to professional development, instructional resources, mentorship systems, and contextual instructional demands continue to constrain instructional effectiveness. The study concludes that sustainable improvements in educational quality within rural Uganda require integrated investments in teacher professional development, instructional support systems, context-responsive pedagogies, and educational leadership practices. The study recommends institutionalizing continuous professional development programmes and strengthening school-based instructional support mechanisms for rural primary school teachers.