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The main purpose of this study was to explore the perceptions of primary school
teachers towards the school-based in-service training for primary education. The
study deployed descriptive design, while qualitative research approach was used with
some elements of quantitative approach so as to help to illustrate qualitative
information. Data were collected through interviews and focus group discussion. It
involved 10 participants; among them 2 were head teachers and 8 were classroom
teachers. This sample was obtained through purposive sampling and stratified random
sampling respectively.
The study findings revealed that head teachers and classroom teachers were all aware
of the programme and, therefore, perceived it positively. Showing how they
understand the programme, primary school teachers were able to explain about their
roles, the learning process of the programme, the expected outcomes and benefactors
of the programme. Moreover, it was revealed from the participants of this study that
the programme is relevant and beneficial to them as it facilitated them with
knowledge and skills such as preparing schemes of work and lesson plans, preparing
and using teaching aids, improvising methods of teaching and identifying children
needs.
Despite the above benefits, it was revealed from participants‟ responses that the
implementation of this programme faces some challenges such as shortage of
resources, weak mentoring and time constrain. Thus; this study suggested that, to
make the implementation of this programme more effective in the future, mentoring
and evaluation process of the programme should be improved, more teaching and
learning resources should be budgeted and teachers should be recognized. |
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