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The purpose of this study was to assess the effect of In-service Teacher Training Programmes on teachers’ effectiveness in Sotik Sub-County. In-service Teacher Training Programme is a mode of study undertaken by teachers who are already in the teaching profession. This programme is offered during the school holidays in April, August and December and in the evenings and weekends. The programme affects the teachers’ performance in their respective secondary schools either positively or negatively. This study was guided by five main objectives: To determine the effect of In-service Teacher Training Programme on teacher’s effectiveness on planning for instruction, on lesson content delivery, teacher’s evaluation skills, on development of Student-Teacher relationship and finally to examine the effect on their use of teaching- learning resources on their teaching. The study employed descriptive survey design. 356 teachers, 36 head teachers, one Quality Assurance and Standards Officer which formed a target population of 393 respondents. To obtain the sample size a purposive sampling was used to target teachers who have undergone or undergoing In-service Teacher Training Programme. Sub-county QASO and Head teachers whose schools had ITTP teachers were interviewed. Stratified purposive sampling was used to select two teachers per school who were observed considering gender where applicable. All teachers who had undergone and those undergoing In-service Teacher Training Programme in the sub-county secondary schools filled the questionnaire. Data was gathered by use of a questionnaire, an interview schedule, an observation guide and documentary analysis. The data was subjected to both qualitative and quantitative analysis. The study was based on the model of Effective Schools by Lesothe (2001) who posited the seven correlates of effective schools that includes instructional leadership, high academic success, monitoring of students’ progress and opportunity to learn. The data analysis was done using both descriptive (means, frequencies and tables) as well as inferential statistics (correlation). A statistically significant positive relationship between the dependent variable In-service Teacher Training Programme and effective teacher planning for instruction at a coefficient of 0.571 (p=0.00˂0.05), positive relationship with teachers’ lesson content delivery at a coefficient of 0.682(r=0.682 p<0.05), positive relationship with teachers’ student evaluation at a coefficient of 0.611(r=0.611 p<0.05); positive relationship with teachers’ development of Student -Teacher relationship at a significant coefficient of 0.622(r=0.622 p<0.05) and a positive relationship with teachers’ use of Teaching-Learning resources at a significant coefficient of 0.692(r=0.692 p<0.05). The study recommend consented efforts of the Government, School Principals, Universities in ensuring proper rolling and management of the In-service Teacher Training Programme in order to benefit more teachers. Universities need to follow up their products (alumni) in the form of surveys, ITTP research and interaction and assess their performance in view of the training their alumni received. Further studies are recommended to establish the sources of fees for the Teachers under ITTP in the Universities and challenges thereof, which university has high number of MEd students and why as well as which gender is of high population in ITTP and to find reasons why.
International Journal of Educational Policy Research and Review
Role of In-service teacher training as a tool for the student’s performance in selected public secondary schools in Kisoro DistrictIn-service training is very important in the life of a learner and general performance of the school. Student achievement is linked to numerous factors, but quality teachers are one of the most important components of student success. If school teachers do not have the tools they need to teach students effectively, their students will not get quality education. The major purpose of the study was to assess the role of teacher In-service training as a tool for the student’s performance in selected public schools in Kisoro district. The study applied a mixed methods research design which involved both quantitative and qualitative methods to collect and analyze data. Quantitative data were collected using questionnaire while qualitative data, in-depth interviews. Study sample included the district inspector of schools and District Education Officer and 238 teachers in Kisoro district. It also positively contributes to teacher’s performance. Importantly also, in-service teacher training ...
This research was carried out in order to identify the influence of in-service training on primary school teachers` job performance in Nsukka Local Government Education Authority. The study adopted descriptive survey research design. The population of the study was 1,053 primary school teachersin all the 117 public primary schools in Nsukka Local Government Education Authority (2019/2020 session). The sample size was 282 and was obtained using Cochran`s statistic sample formula of n =(1+ (−1)) and the sampling technique used was convenient sampling technique. The instrument for the study was a structured questionnaire of 20 question items. Using cronbash alpha the reliability coefficient of 0.96 was obtained on the questionnaire instrument. The five research questions were answered using mean and standard deviation while the four hypotheses were tested at 0.05significant level using T-test and Analysis of variance (ANOVA) respectively. From the results of the findings, it was discovered that, 13 factors influence primary school teachers` job performance while 7 factors did not influence teachers` job performance in Nsukka Local Government Education Authority. The study also found no significant difference in the response rating of teachers based on their gender, location and years of experience. Finally, some recommendations were made.
It was a follow-up study of teachers training in comparative perspective. The study was delimited to all Trained Graduate Teachers (TGTs) working in Federal Government Secondary Schools of Islamabad who received in-service training during years 2005-2009. Out of 1265 TGTs 32 INSET TGTs (with in-service education and training) and 32 NON-INSET TGTs (without in-service education and training), 64 colleague teachers, 256 students and 32 head teachers were selected as sample. One observation schedule and three five point Likert rating scales were used to collect the data on four selected parameters i.e. Classroom Management, Teaching Methodology, Use of AV Aids, and Evaluation Techniques. Mean scores, t-test and SD were applied. Out of five, four null hypotheses were rejected at 0.05 level of significance. It was concluded that the performance of INSET TGTs was comparatively better than the NON-INSET TGTs. The recommendations for training for working teachers and improvement of training contents were made.
The study examined the quality of educational institutions through in-service training of teachers in Bayelsa State, Nigeria. The population for the study was comprised of 2893 teachers in 147 public secondary schools. Total sample was 360 teachers. To accomplish this investigation, two hypotheses were used for the study. The instrument used was a questionnaire, which was designed by the researcher. Data were analyzed using Pearson's test and an independent t-test. A major result obtained was that a significant positive relationship exists between staff that participated in conferences with the quality of secondary educational institutions. From the findings it was recommended that the government should plan for the continued growth of each teacher through in-service training.
The paper looks into the past shortcomings of In-service teacher training programmes in Kenya using the log fame approach and SWOT as the lenses of analysis. The findings of the analysis indicate that lack of continous proffesoional development, application of adult learning principals, effective assessments , teacher observation and feedback as the main causes of INSET ineffectiveness. Section four confirms this evidence through PRIMR INSET.
Jurnal Pendidikan Malaysia (Malaysian Journal of Education)
Teacher Quality and Secondary School Effectiveness in Ilorin South Local Government Area, Kwara State, Nigeria (Kualiti Guru dan Keberkesanan Sekolah Menengah dalam Kawasan Pemerintahan Kerajaan Tempatan Ilorin Selatan, Ngeri Kwara, Nigeria)2014 •
Asian Journal of Education and Social Studies
Analysis of Correlation between In-service Training and Academic Achievement of Pupils in Public Primary Schools in Kenya2020 •
In-service teacher education has been used as a tool for capacity building world over and in Kenya. Despite the perceived importance of continuing in-service training for teachers in updating their professional knowledge, its provision was inadequate in Kenya. It is within this context that this study examined the extent to which the in-service training was being provided and how it predicted the academic achievement of pupils in Kenya with specific reference to Teso North sub-county. This research adopted a descriptive survey research design of ex-post-facto type. Stratified random sampling technique was used to select 272 respondents (55 deputy headteachers and 217 teachers). Two research questions and one hypothesis guided the study. Structured questionnaire and document analysis were instruments of data collection. The data were analyzed using descriptive statistics of mean and standard deviations and inferential statistics of Chi-Square, independent T-Test and linear regression. The hypothesis was tested at 0.05 level of significance. The findings revealed that the extent of the provision of in-service training in the sub-county was low. The hypothesis testing through the Chi-Square indicated that there was a significant Original Research Article Mukolwe et al.; AJESS, 6(3): 17-24, 2020; Article no.AJESS.51259 18 relationship between the provision of in-service training and academic achievement of pupils (x 2 =200.14, p = 0.0000). Linear regression analysis revealed that the influence of in-service training on academic achievement was significant (R = 0.898, p < 0.05). Therefore, the study recommends that the Ministry of Education should formulate in-service training policy for the teachers and the training should be structured and closely aligned with the acquisition of skills and knowledge gaps.
Journal of Education and Practice
Contribution of In-Service Training Programmes to Teachers' Performance in a Private Secondary School in Kyenjojo District, Western UgandaPurpose: 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 purposed to develop workable recommendations, to address the continued poor performance of students in private secondary schools in Kyenjojo District in Western Uganda. The study was guided by four research objective; 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 a...
Reform of the education system, among other things, includes improving teacher performance, and consequently raising the quality of teaching in the classroom. To achieve this aim, we need consistently qualified and professionally developed teachers. In – Service Teacher Qualification program is one of the programs that offer such an opportunity, which differs from organized training programs for teachers in Kosovo. It leads to the establishment of the qualification, and improvement of quality of teaching through formal learning. The aim of this paper is to measure performance indications of program attendees, through classroom observation, based on a document drafted by the National Council for Teacher Licensing and the Administrative Instruction (AI) of the Ministry of Education, Science and Technology (MEST) for the teacher performance evaluation. At the same time, the paper aims to identify differences in the performance of qualified teachers on the program, with those of 2 year higher pedagogical School qualified teachers. Results of the study will be helpful, and will be used by policy makers to identify the advantages and disadvantages of professional development programs, through success of qualified teachers at work.
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