IN-SERVICE TRAINING PROGRAMMES AND TEACHERS’ PERFORMANCE IN A PRIVATE SECONDARY SCHOOL IN KYENJOJO DISTRICT, WESTERN UGANDA

Abstract

In-service training programmes in educational planning and administration are indispensable for enhancing teachers’ performance. In Uganda, the schools’ administrators and educational policy makers consider investing in in-service training of teachers. The study was guided by four research objectives; to find out the types of in-service training programmes provided at St. Joseph’s Hill Secondary School in Kyenjojo District; to determine the contributions of in-service training programmes to teachers’ performance at St. Joseph’s Hill Secondary School in Kyenjojo District; to gauge on how effective the in-service training programmes are promoting effective supervision of students by teachers at St. Joseph’s Hill Secondary School in Kyenjojo District and to find out how teachers’ service delivery affect students’ performance at St. Joseph’s Hill Secondary school in Kyenjojo District. Expectancy theory guided the study. The study employed qualitative research method and it was guided by a case study design. The study employed a non-probability sampling procedure. A total of eight administrators, 26 teachers, 30 students, one District Education Officer and one District Inspector of Schools were selected. In data collection, the study used Interview guide and Focused Group Discussions for the selected sample. Face to face Interviews were conducted. The data collected was analyzed qualitatively. The findings revealed that in-service training programmes for teachers exist and the following were the types of in-service training; Secondary Science Mathematics Teachers, Uganda Science Education Programme, Capacity Development Course, Luigi Gisani in-service training and Workshops by the Congregation of Holy Cross. These programmes have contributed to teachers’ performance in the areas of providing exposure to teachers, lesson planning, handling learners, building relations with learners, marking and setting of exams, improvement in time and classroom management, plus inspiring learners to achieve their academic potential and many others. Whereas the students and stakeholders of St. Joseph’s Hill Secondary School complain for lack of positive results from teachers, mainly the science teachers feel empowered for having gone through the teachers’ in-service training programmes. Based on the research findings, the researcher recommends that in-service training providers and school administration put extra efforts on teachers’ supervision. In-service training providers need to design programmes tailored to particular needs of a particular school conceived out of comprehensive training needs assessment.