This study intends to identify the aspects of the Ugandan teachers' jobs and work environment perceived by selective participants as satisfactory, as well as those perceived as less satisfactory or unsatisfactory. The study is based on the assumption that teachers, being directly involved in the current activities of educational institutions, have an in-depth understanding of the way these institutions are functioning, and of their organizational objectives. Therefore, the study assumes that teachers could provide accurate information about the degree to which institutional objectives are being attained or not. Thus, it is assumed that the existing conditions that lead to successful accomplishment of certain objectives can be identified as strengths, while the conditions preventing the attainment of other objectives might represent weaknesses. The research design is mainly quantitative, using a survey instrument administered to school teachers in Uganda. The survey also contains a group of qualitative questions, asking participants to include any additional personal insights. Thus the project can be better described as a mixed-methods research design. The study uses mainly primary sources, represented by the input from school teachers in Uganda, which are carefully assessed in relation with information found through the review of literature in both primary and secondary sources. The data analysis performed in SPSS looks at multiple variables, both descriptively and inferentially. In addition, the qualitative input is examined, integrating the findings with those resulting from the quantitative analysis in order to formulate valid conclusions leading to useful, practical recommendations. The interpretations of both quantitative and qualitative findings are constantly related to the information and theoretical frameworks provided by reliable sources, presented and discussed in the review of literature. Considering its primary goal, this project represents an evaluation research, conducted in the local settings and addressing local issues of concern. Interdisciplinary connections among historical, sociological, cultural and political perspectives help reach a deeper understanding of identified critical issues. The conclusions and recommendations of this research may be used as valuable resources for future political initiatives aiming to improve the quality of education in Uganda, and potentially in other developing countries in Sub-Saharan Africa. The ultimate goal of the study is, therefore, to suggest strategies for the improvement of elementary and secondary education in developing countries that would address critical weaknesses, while building on and consolidating existing strengths. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]