Volume 2 - Issue 4, July - August 2026

The investigation pursued to scrutinize the effect of workforce inclusiveness on teachers’ commitment under secondary educational institutions under Kampala City, Uganda, supported by the government. This investigation was guided through the following investigation specific goals; i) To examine the influence of participation and voice on teachers’ commitment, ii) To examine the influence of respect for diversity on teachers’ commitment, and iii) To examine the influence of equal opportunity on teachers’ commitment in government-aided secondary educational institutions under Kampala City, Uganda. This examination adopted a research design for descriptive cross-section together with a quantifiable approach. The examination employed 65 respondents sample size (head teachers and teachers) selected from 2 government funded secondary educational institutions under Kampala City. The quantified information collected was analyzed using analysis techniques for descriptive and linear regression. Regarding this report, participation and voice possess a statistically constructive and meaningful effect on teachers’ commitment under government-aided secondary educational institutions under Uganda’s Kampala City. The examination also found that respect for diversity possesses a statistical constructive and meaningful effect on teachers’ commitment in government-aided secondary educational institutions under Uganda’s Kampala City. Still, this examination found that equal opportunity possesses a statistical constructive and meaningful effect on teachers’ commitment under government-aided secondary educational institutions under Kampala City, Uganda. This examination concludes that workforce inclusiveness possesses a statistical constructive and meaningful effect on teachers’ commitment under government-aided secondary educational institutions under Uganda’s Kampala City whereby an increase in participation and voice, respect for diversity, and equal opportunity, would resultantly strengthen teachers’ commitment secondary educational institutions in Kampala City, Uganda, supported by the government. The investigator commends that schools need to build an inclusive school culture that promotes values of respect, equity, and collaboration in daily school life, celebrate diversity among staff, and addresses discrimination or bias quickly and transparently as this would promote teachers’ commitment under secondary educational institutions in Kampala City, Uganda, supported by the government.

Namayanja Badirah, Nabukeera Madinah, Matovu Musa, Ssali Muhammadi Bisaso,"Workforce Inclusiveness and Teachers’ Commitment in Government-Aided Secondary Schools in Kampala City, Uganda" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(4): Page(242-253) July - August 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.