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The main purpose of this study was to evaluate the impact of professional development programs
in teaching and learning process for primary school teachers. The study was conducted at
Nyamagana District in Mwanza region. The participants consisted of the district education
officer, chief inspector, five head teachers and fifty primary school teachers. Mixed research
approach was employed using questionnaires, interviews and documentary reviews. Quantitative
data was analyzed using computer software (SPSS) while qualitative data was analyzed by use of
coding words. Data was then triangulated to find conclusions. This study had two major findings
related to modes of professional development. According to the answers obtained from the
respondents the models of professional development included; off-the job training and on-the-job
training by means of further study and seminars. Some other findings include the use of student
centered participatory method. Meanwhile, the challenges in professional development
associated with funds, readiness of teachers, time and motivation. The study has implication for
policy makers and primary school teachers. Policy makers should regard Professional
Development Programs as part and parcel of improving quality of primary education. Policy
makers have to enforce in-service training policy in order to accelerate for facilitation of
professional development programs. On the case of primary school teachers, there should be
enough funds set aside for supporting teachers‟ professional development programs and for
buying studying materials from local initiatives. Conclusively, the world is changing and new
technologies are becoming a potential in all sectors including education, therefore providing
professional development program is inevitable. |
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