Continuous Professional Development Programmes and Teacher Motivation in Government Aided Primary Schools in Namugongo Division, Kira Municipality
Abstract
This studyexamined the effect of continuous professional development programmes on teacher motivation, with specific outlook on the government aided primary schools in Kira Municipality, Wakiso District. Specifically, the study; assessed the influence of quality of instruction for CPD, ascertained the contribution of teacher participation and involvement in CPD and assessed the effect of CPD programme duration on teacher motivation in government aided primary schools in Kira municipality. The study employed a cross-sectional study design and adopted a blend of quantitative and qualitative approaches to data collection and analysis. Data were collected from a sample of 64 subjects comprising of 55 teachers, 08headteachers and 01 Education officer, who were selected from a sample of 73 respondents, using simple random and purposive sampling methods. Out of a sample of 55 respondents who were selected for the questionnaire instrument, 47 fully participated in the study, indicating a response rate of 85%. For the interview respondents, out of a sample of 09, 05 participated in the oral interviews, indicating a response rate of 56%. Data were collected by means of survey questionnaires and interview guides. Quantitative data analysis was done with the aid of SPSS, using descriptive and inferential statistics, while qualitative data was analysed using the content and thematic analysis methods. Study findings revealed that all the independent variable dimensions of CPD programme (quality of instruction, teacher participation and involvement and duration of CPD programme) significantly influenced teacher motivation and that all the dimensions affected teacher motivation by 28.7%, 30.5% and 42.9%, respectively. Premised on the study findings, it was concluded that effective CPD programmes should be informed by proper needs assessment, with clear goals aligned to the identified needs. It was also noted that teachers learn more effectively through active learning and should be put at the forefront of their CPD requirements and; longer duration for CPD programmes are likely to register better results. The study made the following recommendations: Ministry of Education should conduct a mapping exercise periodically, in order to ascertain the changing needs for CPD; CPD programme implementers should take time and listen to the teachers’ input; and the Ministry of Education should come up with proper guidelines on the most suitable duration for CPD programmes and as well enhance funding for the said programmes to make them more meaningful and impactful.
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