An Evaluation of the Implementation of In-Service Teachers Training Programme in Secondary Schools of Ulanga District, Morogoro Region– Tanzania
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Abstract
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This research focused on An Evaluation of Implementation of In-Service Teachers
Training Programmes in Secondary Schools in Ulanga district in Morogoro region
– Tanzania. This study follows the result of lack of regular and continuous
in-service teachers training in many education institutions in Tanzania. This
resulted into poor education service delivery because many teachers are not kept
on ever changing teaching/ learning needs and making the effective to their
profession. The central aim of this research is to evaluate the implementation of
in-service teachers training programmes in secondary schools in Ulanga district in
Morogoro region.
Mixed research approach was employed in this study, whereby both quantitative
and qualitative approaches were used. Questionnaires, unstructured interview and
documentary review were used to collect data. Probability sampling and purposive
sampling were used to select respondents of the study. Descriptive analysis
(analysis through words) was used to analyze qualitative data whereas tables,
figures, frequencies and percentages were used to analyze quantitative data.
The findings revealed that few teachers in Ulanga district participated in in-service
training programmes in a form of a workshop to science teachers only. Supports
were given to teachers who attended training in terms of funds and materials.
There was also a follow up visits to schools after training to see whether teachers
are implementing what they learned in a workshop. Moreover the study found that
in-service teachers training improved teachers’ pedagogical skills, lesson
preparations, practical preparations and their teaching competence and confidence
in schools.
Keywords
Implementation Of In-Service Teachers Training(Secondary education)