| dc.description.abstract | The main objective of this study was to examine the effectiveness of professional development on
teacher performance in Bungokho sub-county, Mbale District, Uganda. The specific objectives of
the study were: to find out how teacher professional development programmes are provided in
primary schools; to establish the key indicators of teacher performance and to establish the
Relationship between teachers’ professional development and teacher performance in primary
schools in Bungokho Sub County, Mbale district.
The study employed both qualitative and quantitative research designs. The population of the study
consisted of; classroom teachers, deputy head teachers, directors of studies and head teachers which
totals to 150 all drawn from 13 schools. The study sampled these through, purposive and simple
random sampling techniques guided by Morgan (1970) which gave the study sample of respondents
to 108 from the 13 schools.
The instruments used were Questionnaires, documentary review and interview guide for teachers
and head teachers respectively. Results indicated that teacher professional development
programmes contributed to 30.6% towards teachers’ performance. The study also revealed that as
much 90.3% of the teachers were efficient, the level of effectiveness was low (at 7.8%).
The study recommended that teachers’ professional development gaps be identified through a needs
assessment to ensure that real professional development needs are addressed and adhered to; that
the directorate of education standards to reduce the number of schools under CCTs and work out a
way of recruiting more CCTs to reduce a burden to a manageable level. Head teachers should play
their role of professionally supporting the teachers in their schools; Peer support among teachers be
encouraged in all schools. | en_US |
