Teacher skills development and pupils’ academic performance in primary schools in Uganda:

Abstract

This study is entitled "Teacher skills development and pupils’ academic performance in selected primary schools in Uganda, a case study of selected primary schools in Bulongo Sub County, Luuka District". The purpose of this research project was to find out the relationship between teacher skills development and pupils’ academic performance in selected primary schools in Uganda. The specific objectives were to find out the status of teacher skills development in selected primary schools in Bulongo Sub county, to identify the challenges affecting the pupils’ academic performance, and to investigate the relationship between teachers’ skills development and pupils’ academic performance. This study was carried out in selected primary schools in Bulongo Sub County, Luuka District which is one of the three districts of Uganda, located in the center of Uganda. This study used descriptive research design. The study was based on qualitative and quantitative approach and data was collected using questionnaires and interviews. The study was targeting 119 teachers, 4 heads of the school and 1 education officer from selected primary schools in Bulongo Sub County, Luuka District. By stratified and purposive sampling technique, the schools were selected according to their location; those schools were primary schools with no boarding in selected primary schools in Bulongo Sub County, Luuka District. Yamene formula was applied to determine the sample size of the respondents and the selection of teachers was done using convenience sampling. To collect data, questionnaires were distributed to 92 teachers; interviews were conducted to the 4 heads of school, and the education officer of selected primary schools in Bulongo Sub County, Luuka District. The information was collected and analyzed using statistical package for social sciences (SPSS) in frequency tables and percentages to enable easy interpretation. The findings of this study were therefore analyzed and interpreted in order to reach the conclusions and make recommendations for improvement and further research to be done. The teacher respondents were mainly married where 67.4% were married. In terms of formal education, the findings showed that 89.1% of teachers from these six schools hold bachelor's degree while 10.9% hold master's degree there is a positive relationship between teachers' skills development in terms of continuous professional development and pupils’ academic performance, it was also revealed that teachers' teaching experience had a positive relationship to pupils’ academic performance. From the findings, the researcher concluded that teacher's skills in terms of continuous professional development and teaching experience influenced the performance of pupils in Ordinary level where all respondents agreed with that statement 100%. On the basis of conclusions drawn, the recommendations were addressed to the Ministry of education and to the school administration where everyone should play his role to make sure teachers attend regular skills development opportunities.