The Effectiveness of School-Based In-Service Training for Primary School Teachers (INSET-PST) in Enhancing Teacher Professional Development: A Case study of Bagamoyo District

Millinga, Tassilo Benno (2014) The Effectiveness of School-Based In-Service Training for Primary School Teachers (INSET-PST) in Enhancing Teacher Professional Development: A Case study of Bagamoyo District. Masters thesis, The Open University of Tanzania.

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Abstract

This study was conducted to find out the effectiveness of school-based inservice training for primary school teachers in enhancing Teacher Professional Development (TPD) in Bagamoyo District of Tanzania. The study used both qualitative and quantitative approaches which involved the use of questionnaires, in-depth interviews, focussed group discussions, class observation and documentary analysis. The study involved a total of 81 respondents including 75 teachers, 05 head teachers and 01 District education officer. Five primary schools out of 21 were sampled. The findings of the study have revealed that teachers were motivated by several factors to participate in professional development activities and these led by need to improve knowledge and possibility of sharing and exchanging views with others (M = 3.22 & M = 3.12 respectively) as significant for many teachers to participate in professional development activities. Regarding teacher-pupils interaction this was found significant in some factors like ‘Making effective use of chalk/blackboard (Mean=4.0); Arranges classroom to facilitate learning (Mean = 4.0) and Encouraging pupils to ask questions (Mean =4.0) which unlike others, encouraged much interaction between teacher and pupils hence improvement in learning. Furthermore significant difference was observed for teachers who attended school-based inservice training (M= 29.9, SD = 5.5), and their counterpart who did not attend inservice training (M= 20.2, SD=7.4); t (48) = 3.61, p = .001 (two tailed) in reporting improvement in teaching/ learning methodology implicating the signifance of inservice training to teachers. The study recommended that workshops, seminars and short courses should be promoted and linked to teachers’ professional development.

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