In-Service Training Activities and Teachers’ Performance in Public Secondary Schools a Case of Gatsibo District
DOI:
https://doi.org/10.53819/81018102t3054Abstract
In-service teacher training activities are regarded as the backbone of teacher performance throughout the educational process and the quality of education with learner academic attainment, but planning and implementation remain major issues in public secondary schools. The purpose of this study was to evaluate the effects of in-service teacher training activities on teacher performance in Gatsibo district public secondary schools, with the following specific objectives; This study first assessed the extent to which teachers receive in-service training activities in Gatsibo District's public secondary schools; second, it assessed the level of teacher performance in Gatsibo District; and finally, it investigated the impact of in-service teacher training activities on teacher performance in Gatsibo District's public secondary schools. The data was gathered from 14 Gatsibo District head teachers and 149 teachers. Purposive sampling was used to obtain the number of schools and head teachers as respondents, as well as a proportion stratified sampling technique to obtain the number of teachers who participated in each school as respondents in this study. An interview guide was used to obtain key information from head teachers in the Gatsibo the district for qualitative data. On the other hand, the questionnaire was used to publicize secondary school schools from each sector in the Gatsibo district. Stata was used as an assisting statistical software to generate means, frequencies, and standard deviations for the analysis of the collected data. According to the findings of the study, 87% of teachers agreed that they need training on how to prepare pedagogical documents in public schools. Although the findings revealed that there is a high demand for regular in-service training among teachers in public secondary schools in Gatsibo district, in-service training has an insignificant association with teacher performance. Recommendation to the government: Assess the outcomes of in-service trainings through monitoring and evaluation. The government should establish a process for gathering feedback from trainees by requesting a monthly report from school leaders on in-service trainings held at the school level.
Keywords: In-Service, Training Activities, Teachers’ Performance, Public Secondary Schools, Gatsibo District.
References
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Kennedy, J., & Russell, C. (2021). Hegemonic masculinity in outdoor education. Journal of Adventure Education and Outdoor Learning, 21(2), 162-171. https://doi.org/10.1080/14729679.2020.1755706
Keshavarzi, A. (2012). Use of literature in teaching English. Procedia-social and behavioral sciences, 46, 554-559. https://doi.org/10.1016/j.sbspro.2012.05.159
Liebowitza, D. D. (2019). High-Stakes Teacher Evaluation for Accountability and Growth: Should Policy Treat them as Complements or Substitutes? University of Oregon Working Paper.
Maklasa, M., & Ceobanu, C. (2022). The Assimilation of a Computerized Pedagogical Management System (CPMS) in Israel. Educatia 21, (22), 32-40. https://doi.org/10.24193/ed21.2022.22.04
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Medard, I. S. (2020). Assessing teaching and learning methods that enhance reading among pre-primary children in Tanzania: A case of Chamwino district (Doctoral dissertation, The University of Dodoma).
Miako, S. (2008). The Strength of Performance through Improvement Work Facility, Motivation, Culture and Work Ability Toward Increasing the Quality of Human Resource in Toyota Inc. Japan. Journal of HRM.
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Muvunyi, E. (2016). Teacher Motivation and Incentives in Rwanda: Analysis of Stakeholders' Perceptions of the Changes in Teachers' Motivation During 2008-13 (Doctoral dissertation, University of Sussex).
Ndagijimana, A. (2013). Study of HIV/AIDS infection risk factors among fishing community in Birira, Mugesera and Sake lakes in Ngoma district (Doctoral dissertation, Mount Kenya University).
Norwani, N. M., Daud, W. M., Mansor, M., & Yusof, R. (2017). The relationship between in-service training and teaching skills with student achievement. International Journal of Academic Research in Business and Social Sciences, 7(12), 2222-6990. https://doi.org/10.6007/IJARBSS/v7-i12/3593
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Osamwonyi, E. F. (2016). In-Service Education of Teachers: Overview, Problems and the Way Forward. Journal of Education and Practice, 7(26), 83-87.
Oyebade, B. A., Ekeke, B. A., & Adeyemo, F. C. (2011). Fruits categorization and diagnostic analysis of Chrysophylum albidum (G. Don) in Nigeria. Advances in Applied Science Research, 2(1), 7-15.
Paul, M. H. J., Boniface, M. N., Adegoke, M., & Toyin, O. (2013). In-Service Education Programmes for Secondary School Teachers and Students’ Academic Performance: A Case Study of Nyarugenge District in Rwanda.
Phin, C. (2014). Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey. International Journal of Educational Administration and Policy Studies, 6(4), 62-69. https://doi.org/10.5897/IJEAPS2013.0326
Rodrigues, S. (2005). International perspectives on teacher professional development: Changes influenced by politics, pedagogy and innovation. Nova Publishers.
Sahito, I. A., Sun, K. C., Arbab, A. A., Qadir, M. B., Choi, Y. S., & Jeong, S. H. (2016). Flexible and conductive cotton fabric counter electrode coated with graphene nanosheets for high efficiency dye sensitized solar cell. Journal of Power Sources, 319, 90-98. https://doi.org/10.1016/j.jpowsour.2016.04.025
Susanto, T., & Suhartono, S. (2022). The Effectiveness of School Operational Assistance Program Implementation in Improving Teacher Performance and Education Quality in Elementary Schools. Jurnal Pendidikan Terbuka Dan Jarak Jauh, 23(1), 20-29. https://doi.org/10.33830/ptjj.v23i1.3228.2022
Turner, V. W., & Schechner, R. (1985). The anthropology of performance.
Aglazor, G. (2017). The role of teaching practice in teacher education programmes: designing framework for best practice. Global Journal of Educational Research, 16(2), 101-110. https://doi.org/10.4314/gjedr.v16i2.4
Ahmed, I., & Qazi, T. F. (2011). A look out for academic impacts of Social networking sites (SNSs): A student based perspective. African Journal of Business Management, 5(12), 5022-5031.
Altunova, N., & Artun, H. (2020). Evaluation of the Science Laboratory Applications Course in a Pre-Service Primary School Teacher Curriculum. Journal of Science Learning, 3(3), 205-215. https://doi.org/10.17509/jsl.v3i3.23706
Amadi, M. N. (2013). In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education. Bulgarian Comparative Education Society.
Behrendt, S., Richter, A., & Trier, M. (2014). Mixed methods analysis of enterprise social networks. Computer Networks, 75, 560-577. https://doi.org/10.1016/j.comnet.2014.08.025
Chang, C. K., Hayes, R. D., Broadbent, M., Fernandes, A. C., Lee, W., Hotopf, M., & Stewart, R. (2010). All-cause mortality among people with serious mental illness (SMI), substance use disorders, and depressive disorders in southeast London: a cohort study. BMC psychiatry, 10(1), 1-7. https://doi.org/10.1186/1471-244X-10-77
Coffey, A. M. (2014). Using video to develop skills in reflection in teacher education students. Australian Journal of Teacher Education, 39(9), 86-97. https://doi.org/10.14221/ajte.2014v39n9.7
Contreras, D., Elacqua, G., Martinez, M., & Miranda, Á. (2016). Bullying, identity and school performance: Evidence from Chile. International Journal of Educational Development, 51, 147-162.
Contreras, T. S. (2016). Pedagogical leadership, teaching leadership and their role in school improvement: a theoretical approach. Propósitos y representaciones, 4(2), 6. https://doi.org/10.1016/j.ijedudev.2016.09.004
de la Garza, K. (2016). Pedagogical Mentorship as an In-Service Training Resource: Perspectives from Teachers in Guatemalan Rural and Indigenous Schools. Global Education Review, 3(1), 45-65.
Dembélé, A. K., Toure, B. A., Sarro, Y. S., Guindo, A., Fané, B., Offredo, L., ... & Diallo, D. A. (2017). Prévalence et facteurs de risque de la rétinopathie drépanocytaire dans un centre de suivi drépanocytaire d’Afrique subsaharienne. La Revue de Médecine Interne, 38(9), 572-577. https://doi.org/10.1016/j.revmed.2017.01.010
Eduwen, F. O., & Osagie-Obazee, G. E. (2016). Teacher education: A panacea for national development in Nigeria. African Research Review, 10(4), 106-114. https://doi.org/10.4314/afrrev.v10i4.8
Ertürk, R. (2021). The Relationship between School Administrators’ Supportive Behaviors and Teachers’ Job Satisfaction and Subjective Well-Being. International Journal of Contemporary Educational Research, 8(4), 184-195. https://doi.org/10.33200/ijcer.956667
Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understandings and models. Journal of in-service education, 33(2), 153-169. https://doi.org/10.1080/13674580701292913
Guerriero, C. J., & Brodsky, J. L. (2012). The delicate balance between secreted protein folding and endoplasmic reticulum-associated degradation in human physiology. Physiological reviews, 92(2), 537-576. https://doi.org/10.1152/physrev.00027.2011
Iwasaki, K. Y., Sugiyama, R., Mutsinzi, A., Board, R. E., & Morita, Y. (2015). School-Based In-Service Training in Rwanda Assessing its Effectiveness for Teachers’ Professional Development. 59th World Assembly.
Jean-Paul, G. M. (2017). Civil Society the Engine for Economic and Social.
Junejo, M. I., Sarwar, S., & Ahmed, R. R. (2018). Impact of in-service training on performance of teachers a case of STEVTA Karachi region. International Journal of Experiential Learning & Case Studies, 2(2), 50-60.
Kapur, Amit, Gregory Keoleian, Alissa Kendall, and Stephen E. Kesler. "Dynamic modeling of in‐use cement stocks in the United States." Journal of Industrial Ecology 12, no. 4 (2008): 539-556. https://doi.org/10.1111/j.1530-9290.2008.00055.x
Katitia, D. M. O. (2015). Teacher Education Preparation Program for the 21st Century. Which Way Forward for Kenya? Journal of Education and Practice, 6(24), 57-63.
Kennedy, J., & Russell, C. (2021). Hegemonic masculinity in outdoor education. Journal of Adventure Education and Outdoor Learning, 21(2), 162-171. https://doi.org/10.1080/14729679.2020.1755706
Keshavarzi, A. (2012). Use of literature in teaching English. Procedia-social and behavioral sciences, 46, 554-559. https://doi.org/10.1016/j.sbspro.2012.05.159
Liebowitza, D. D. (2019). High-Stakes Teacher Evaluation for Accountability and Growth: Should Policy Treat them as Complements or Substitutes? University of Oregon Working Paper.
Maklasa, M., & Ceobanu, C. (2022). The Assimilation of a Computerized Pedagogical Management System (CPMS) in Israel. Educatia 21, (22), 32-40. https://doi.org/10.24193/ed21.2022.22.04
Malhotra, A., Majchrzak, A., & Rosen, B. (2007). Leading virtual teams. Academy of Management perspectives, 21(1), 60-70. https://doi.org/10.5465/amp.2007.24286164
Maslow, A. H. (1954). The instinctoid nature of basic needs. Journal of personality. https://doi.org/10.1111/j.1467-6494.1954.tb01136.x
Medard, I. S. (2020). Assessing teaching and learning methods that enhance reading among pre-primary children in Tanzania: A case of Chamwino district (Doctoral dissertation, The University of Dodoma).
Miako, S. (2008). The Strength of Performance through Improvement Work Facility, Motivation, Culture and Work Ability Toward Increasing the Quality of Human Resource in Toyota Inc. Japan. Journal of HRM.
Michael, M. (2017). Assessing the Effect of In-service Training on Teachers’ Performance in Secondary Schools-Kasulu District, Tanzania (Doctoral dissertation, The Open University of Tanzania).
MINEDUC, C. (2016). Proyecto Educativo Institucional. Santiago.
Moeini, H. (2008, December). Identifying needs: A missing part in teacher training programs. In Seminar. net (Vol. 4, No. 1). https://doi.org/10.7577/seminar.2488
Mulita, Y. (2019). The Effect of Leadership and Achievement Motivation on Teacher Performance at State Vocational School 2 Pekanbaru. International Journal of Educational Best Practices, 3(1), 62-75. https://doi.org/10.31258/ijebp.v3n1.p62-75
Musa, S., & James, H. A. (2022). Efficacy of motivational interviewing counselling technique on teaching skills of in-service teachers in Yobe State, Nigeria. West African Journal of Educational Sciences and Practice, 1(2), 77-83.
Muvunyi, E. (2016). Teacher Motivation and Incentives in Rwanda: Analysis of Stakeholders' Perceptions of the Changes in Teachers' Motivation During 2008-13 (Doctoral dissertation, University of Sussex).
Ndagijimana, A. (2013). Study of HIV/AIDS infection risk factors among fishing community in Birira, Mugesera and Sake lakes in Ngoma district (Doctoral dissertation, Mount Kenya University).
Norwani, N. M., Daud, W. M., Mansor, M., & Yusof, R. (2017). The relationship between in-service training and teaching skills with student achievement. International Journal of Academic Research in Business and Social Sciences, 7(12), 2222-6990. https://doi.org/10.6007/IJARBSS/v7-i12/3593
Ntawiha, P., Otieno, M. A., Nshimiyimana, J., Nimusabe, R. P., & Halindintwari, J. KIBOGORA (2011). POLYTECHNIC SCIENTIFIC JOURNAL.
Omar, C. M. Z. C. (2014). The need for in-service training for teachers and its effectiveness in school. International Journal for Innovation Education and Research, 2(11), 1-9. https://doi.org/10.31686/ijier.vol2.iss11.261
Osamwonyi, E. F. (2016). In-Service Education of Teachers: Overview, Problems and the Way Forward. Journal of Education and Practice, 7(26), 83-87.
Oyebade, B. A., Ekeke, B. A., & Adeyemo, F. C. (2011). Fruits categorization and diagnostic analysis of Chrysophylum albidum (G. Don) in Nigeria. Advances in Applied Science Research, 2(1), 7-15.
Paul, M. H. J., Boniface, M. N., Adegoke, M., & Toyin, O. (2013). In-Service Education Programmes for Secondary School Teachers and Students’ Academic Performance: A Case Study of Nyarugenge District in Rwanda.
Phin, C. (2014). Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey. International Journal of Educational Administration and Policy Studies, 6(4), 62-69. https://doi.org/10.5897/IJEAPS2013.0326
Rodrigues, S. (2005). International perspectives on teacher professional development: Changes influenced by politics, pedagogy and innovation. Nova Publishers.
Sahito, I. A., Sun, K. C., Arbab, A. A., Qadir, M. B., Choi, Y. S., & Jeong, S. H. (2016). Flexible and conductive cotton fabric counter electrode coated with graphene nanosheets for high efficiency dye sensitized solar cell. Journal of Power Sources, 319, 90-98. https://doi.org/10.1016/j.jpowsour.2016.04.025
Susanto, T., & Suhartono, S. (2022). The Effectiveness of School Operational Assistance Program Implementation in Improving Teacher Performance and Education Quality in Elementary Schools. Jurnal Pendidikan Terbuka Dan Jarak Jauh, 23(1), 20-29. https://doi.org/10.33830/ptjj.v23i1.3228.2022
Turner, V. W., & Schechner, R. (1985). The anthropology of performance.
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Published
2022-10-11
How to Cite
Honore, I., Letanzio , M. ., & Mukamazimpaka, M. C. (2022). In-Service Training Activities and Teachers’ Performance in Public Secondary Schools a Case of Gatsibo District. Journal of Education, 5(4), 46–65. https://doi.org/10.53819/81018102t3054
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