dc.contributor.author |
Nabwire, Justine |
|
dc.date.accessioned |
2022-05-31T16:31:47Z |
|
dc.date.available |
2022-05-31T16:31:47Z |
|
dc.date.issued |
2022-05 |
|
dc.identifier.citation |
Nabwire, Justine. (2022). Professional development and teachers’ performance in primary schools in Tororo municipality, Uganda. Busitema University. Unpublished dissertation. |
en_US |
dc.identifier.uri |
http://hdl.handle.net/20.500.12283/1507 |
|
dc.description |
Dissertation. |
en_US |
dc.description.abstract |
This study Investigated the influence of professional development and teachers’ performance
in primary schools in Tororo Municipality and was guided by objectives: To find out the
contribution of on - job professional development to teachers’ performance in Primary
schools in Tororo Municipality, the contribution of the off -job professional development to
performance of teachers in Primary schools in Tororo Municipality, the contribution of
career progression to teachers’ performance in Primary schools in Tororo Municipality and to
establish the relationship between professional development and teacher performance in
Primary schools in Tororo municipality. The study used a descriptive cross sectional survey
design to collect data from 165 respondents who included Head teachers and teachers who
were randomly and purposively selected. The study found that on-job professional
development, off –job professional development and career progression does not significantly
enhance teacher’s performance in the selected Primary schools in. It was thus concluded
that: on- job training does not significantly contribute to teacher’s performance, off-job
training does not significantly influence teacher’s performance and Career progression does
not significantly contribute to teacher’s performance in the selected Primary schools’ in
Tororo municipality and that there was no positive significant relationship between
professional development and teacher’s performance in selected Primary schools in Tororo
Municipality. The study recommended that: The government through the ministry of
education and sports, School founders and administrators should use diverse staff
motivation strategies such as financial and none financial rewards, improved staff welfare
among others as emphasizing one strategy such as staff development could not strongly
induce teachers’ performance. School administration and management should implement on-
the job training programs though staff meetings, delegation of authority, design opportunities
for off job staff training by encouraging their staff to attend external seminars, workshops and
refresher courses to equip the staff with more skills. School management should put in place
and implement clear staff career progression plan through promotions, up grading and
provide equal opportunities for staff development and promotions. |
en_US |
dc.description.sponsorship |
Dr. Geoffrey Boaz Hiire,
Busitema University. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
Busitema University. |
en_US |
dc.subject |
Teachers’ performance |
en_US |
dc.subject |
Primary schools |
en_US |
dc.subject |
Professional development |
en_US |
dc.subject |
Career progression |
en_US |
dc.title |
Professional development and teachers’ performance in primary schools in Tororo municipality, Uganda. |
en_US |
dc.type |
Thesis |
en_US |