Teachers’ Professional Development Programmes and Quality of Teaching in Primary Schools in Kitagwenda District

Abstract

The study investigated the effect of Teachers’ Professional Development Programmes on the Quality of Teaching in Primary Schools in Kitagwenda District. The study was guided by the following objectives: (i) to establish Teachers’ Professional Development programmes implemented in Primary Schools in Kitagwenda District, (ii) to assess the Quality of Teaching among teachers in Primary schools in Kitagwenda district and (iii) to establish the effect of Teachers’ Professional Development programmes on the Quality of Teaching in Primary Schools in Kitagwenda district. The study adopted cross-sectional survey design and used mixed method strategy to collect data specifically concurrent triangulation strategy was used. The study population included 137 respondents and samples size was 117 respondents who included DEO, inspectors, CCTS, SMC, PTA, headteachers, teachers. Data was collected using questioinniares and interview guides. Quantitative data was analysed using descriptive statistics, pearson corelation coefficient and linear regression analysis using SPSS. Qualitative data was analysed using thematic and content analysis. From the study, it was found that various teachers’ professional development programmes are implemented in the primary schools and accordingly they included the following: Curriculum Development Workshops; lesson plan workshops, discipline related seminar. It was also found that various indicators of quality teaching for teachers in primary schools in Kitagwenda district exist such as time management. Finally, it was found that teachers’ professional programmes have a significant effect of the quality of teaching and accordingly they include the following: PDPs helps in creating much more opportunity on teacher collaboration; it creates opportunities for teachers to share best practices; PDPs help in improving in pupil learning and achievement; teachers’ relationship with pupils become more positive than before; improved sense of Teachers’ Professionalism.