Assessing the impact of the duration of pre-service training on teachers work performance and teaching competences in Tanzania: The case of Nyamagana Municipality

Myalla, Prisca Pascal (2014) Assessing the impact of the duration of pre-service training on teachers work performance and teaching competences in Tanzania: The case of Nyamagana Municipality. Masters thesis, The Open University of Tanzania.

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Abstract

The current study assessed the impact of the duration of pre-service training and teaching competences they demonstrate after graduation. Three research objectives were addressed in this study namely; the influence of the duration of pre-service training on teaching competences and work performance; the classroom management strategies demonstrated and the duration of pre-service training; adherence to professional ethics and duration of pre-service training. Case study design was used to suitably utilize qualitative approach in data collection and analysis. The sample size involved 101 respondents who were both purposively sampled and interviews, focused group discussion and documentary analysis methods were used to collect data. The findings revealed the time duration for pre-service training was a determinant for grade IIIA teachers’ competency and teaching skills. Thus, the grade IIIA with two years training were more competent in their teaching and in planning lessons than grade IIIA with one year of training although they demonstrated similar classroom management strategies; the grade IIIA with one year training were lacking theoretical and practical skills for the making effective use of classroom management strategies. The study also discovered that both groups were found to involve themselves in misconduct and misdemeanour acts such as drunkenness and sexual relations with their students. It was recommended the government should avoid being inconsistent on the duration used to train pre-service teachers in order not to compromise quality; the government should introduce frequent in-service training of teachers; junior teachers be attached to senior teachers (mentoring) to promote the teaching profession and the government through Teachers Service Department (TSD) should inculcate to newly trained teachers ethical dimension with respect to professional code of conduct. In addition deliberate and stern measures should be taken to correct misbehaving teachers and to punish whoever does not wish to adapt to regain the reputation of the profession from the public eyes.

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