Effectiveness of Professional Development on Teacher Performance in Primary Schools in Bungokho Sub- County, Mbale District-Uganda
Abstract
The main objective of this study was to examine the effectiveness of professional development on teacher performance in Bungokho sub-county, Mbale District, Uganda. The specific objectives of the study were: to find out how teacher professional development programmes are provided in primary schools; to establish the key indicators of teacher performance and to establish the Relationship between teachers’ professional development and teacher performance in primary schools in Bungokho Sub County, Mbale district.
The study employed both qualitative and quantitative research designs. The population of the studyconsisted of; classroom teachers, deputy head teachers, directors of studies and head teachers which totals to 150 all drawn from 13 schools. The study sampled these through, purposive and simple random sampling techniques guided by Morgan (1970) which gave the study sample of respondents to 108 from the 13 schools.
The instruments used were Questionnaires, documentary review and interview guide for teachers and head teachers respectively. Results indicated that teacher professional development programmes contributed to 30.6% towards teachers’ performance. The study also revealed that as much 90.3% of the teachers were efficient, the level of effectiveness was low (at 7.8%).
The study recommended that teachers’ professional development gaps be identified through a needs assessment to ensure that real professional development needs are addressed and adhered to; that the directorate of education standards to reduce the number of schools under CCTs and work out a way of recruiting more CCTs to reduce a burden to a manageable level. Head teachers should play their role of professionally supporting the teachers in their schools; Peer support among teachers be encouraged in all schools.
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