TheRole of In-Service Training on Improving Teachers’ Motivation In Public Secondary Schools: A Case Study Of Mtwara District Council, Tanzania
STELLA MARIS MTWARA UNIVERSITY COLLEGE
(A Constituent College of St. Augustine
University of Tanzania)
FACULTY OF EDUCATION
TheRole of In-Service Training on Improving
Teachers’ Motivation In Public Secondary Schools: A Case Study Of Mtwara
District Council, Tanzania.
A Research Report Submitted to the
Directorate of Post Graduates, Research, Publications and Consultancy in
Partial Fulfillmentofthe Requirementsfor the Awards of the Master of Arts in
Educational Management and Planning Degreeat Stella
Maris Mtwara University College
KOMBA, Queen V
STE/HD/MEMP/191599
DECLARATION
I,
KOMBA, Queen V. hereby declare that, this dissertation is myown original work
and has not been presented for a similar award in any other university.
Signature: …………………………………….
Name: KOMBA, Queen V
STE/HD/MEMP/191599
Date: ……………………………………
Certified
by
Signature: ……………………………………
Supervisor: DR.
FESTO GABRIEL (PhD)
Date: ……………………………………
COPYRIGHT
Copyright @2017 by Komba, Queen,V. All rights
reserved. No part of this work covered by copyright herein may be reproduced, translated,
stored or used in any form or by any means if graphic, electronic or mechanical
expect under prior written permission from the author or authority from Stella
Maris Mtwara University College.
ACKNOWLEGEMENT
I,
first of all, thank the almightyGod for His blessings and for myriad of love
showered to me throughout my life time, and, particularly, during the accomplishment
of this dissertation. I, earnestly, extend my sincere thanks to my beloved
family: my mom Mary Mwela, my daughter
Tayana Martin Mtunga, my brothers: Douglas Mwela, Samuel Komba and my sister,Irene
Komba for standing by me morally and financially in the whole period of my
studies.
Special gratitude should go to my supervisor
Dr. Festo Gabriel for his intellectual instruction, encouragement and cooperation
until the end of this research project.
I also submit my acknowledgement to all those
who participated in shaping the trend and capacity of
this dissertation. Special appreciation goes to all the lecturers at Stella
Maris Mtwara University College for their technical support. Their efforts have
made this report a reality.
DEDICATION
This
work is dedicated to the memory of my father, late father Victor SevelineKomba,
and to my beloved mother Mary Mwela.
ABSTRACT
The
study was conducted to examine the role of in-service training on improving teachers’
motivation in public secondary schools inMtwara district council. The specific
objectives of the study were: tofind out the contribution of in-service training on
improving teachers motivation in public secondary schools in Mtwara district,
to investigate teachers’ perception on the importance of in-service training to
improve teachers’ motivation in public secondary schools, and to investigate on
the impact of teachers’ in-service training on improving students’ performance
of public secondary school in Mtwaradistrict council. The studywas carried out
inMtwara District Council in four public secondary schools, namely:Ziwani
secondary school,Kisiwa secondary school, Ndumbwe secondary school and Mustapha
Sabodo secondary school, with a total of 53 participants as sampled population
of the study. The study employed both quantitative and qualitative approaches, and
a case study design, which defined the use of questionnaires, interviews and
documentary review was applied. Data were analyzed by using SPSS (Statistical
Package for Social Sciences). The results of the study revealed that the roles
of in-service training on improving teachers’ motivation involves obtaining
higher academic level and professional qualification, acquiring more conceptual
and technical knowledge, skills and competence; getting adequately equipped to
meet up with the new change in school systems; keeping oneself updated in terms
of knowledge and skills, and enabling organization to become more supportive.
Also, it was found that in-service training
is perceived by teachers as a way to increase teachers’ competence, effectiveness,
productivity and improving teaching and learning activity in schools. Lastly,
the study noticed that teachers’ in-service training has direct impacts on
students as they become subject to improving in their academic performance,
promoting good relationship between teachers and students, and improving
confidence and overall performance in curriculum delivery. The study thus,
recommends that governments should uphold in-service training to teachers so
that they improve knowledge and skills and gain new pedagogies as a result of their
motivation being advanced.
LIST
OF ABBREVIATION
DED District Executive
Director
DEO District
Education Officer
1.4.1 General
Objective of the Study
1.5.1 General
Research Question
1.5.2
Specific
Research Questions
1.8
The Conceptual Framework of the Study
1.9 Definition
of the key terms
1.11
Organization of the Research Report
2:3:2
Nature of In-Service Training
2.3.3 The Concept of Motivation and In-service
Training
2.3.4 Contribution
of In-Service Training on Improving Teachers’ Motivation
2.3.5
Teachers’ Perception on the Importance of In-service Training to Improve
Teachers’ Motivation
2.3.6 Impacts
of Teachers’ In-service Training on Improving Students’
RESEARCH
DESIGN AND METHODOLOGY
3.5.
Population
and Sample Size
3.9 Data
Analysis and Presentation
3.10
Research Ethical Consideration
4.1
Respondents’ Demographic Characteristics
4.1:1Demographic
Information of respondents
4:1:3
Respondents’ Work Experience
4:1:4
Respondents’ level of education
4:2
Contribution of In-service Training on Improving Teachers’ Motivation
4:3
Teachers’ Perception on the Importance of In-service Training to
Teachers’
Motivations in Public Secondary Schools
4:4:1
Improve students’ performance
4:4:2
promote good relationship between teachers and students
4:4:3
Improving confidence and overall performance in curriculum delivery
4:4:4
Attitude toward teaching change and become better
5.1Contribution
of In-service Training on Improving Teachers’ Motivation
5.2
Teachers’ Perception on the Importance of In-service Training in Motivating
Teachers
SUMMARY,
CONCLUSSIONS AND RECOMMENDATIONS
6:4:1
Recommendation for Actions
6:4:2
Recommendation for Further Studies
Reference……………………………………………………………………………………………91
LIST OF TABLES
Table 3.1: Showing sample size…………………………………………………..…..45
Table 4:2:1 distribution of the respondents on the
teachers obtain higher academic and professional qualification…………………………………………………………......56
Table 4:2:2 teachers to acquire more conceptual and
technical knowledge, skills and competence…………………………………………………………...………….……57
Table 4:2:3 Teachers adequately equipped to meet up with
the new changes in school system……………………………………………………………………...................57
Table 4:2:4 Teachers to continue update their knowledge
and skills………………...58
Table 4:2:5 Organization become more supportive……………………………...…..59
Table 4:3:1 Increase teachers’ competence…………………………………………..62
Table 4:3:2 increase teachers’ effectiveness…………………………………….……62
Table 4:3:3 increase teachers’ productivity………………….……………………….63
Table 4:3:4 improving teaching and learning
activities in schools…………………..64
4:4:1 Improve students’ performance………………………………………….……..67
4:4:2 promote good relationship between teachers and
students…………………….68
4:4:3 Improving confidence and overall performance in
curriculum delivery….........69
4:4:4 Attitude toward teaching change and become better………………………..….69
LIST
OF FIGURES
Figure 2: A Map Showing the Study Area…………………………………………42
Figure 4:1:1
respondents according to sex…………………………………………52
Figure 4:1:2 Respondents age group……………………………………………….53
Figure
4:1:3 Respondents work experience………………………………………..54
Figure
4:1:4 Respondents’ level of education……………………………………..55
LIST OF APPENDICES
APPENDIX I:QUESTIONAIRE GUIDE FOR TEACHERS………………………………………………..
APPENDIX II:INTERVIEW GUIDE FOR DEO
APPENDIX III:INTERVIEW GUIDE FOR HEAD OF SCHOOL
APPENDIX IV: A RESEARCH
PERMIT FROM DISTRICT EXECUTIVE DIRECTOR ……………………………………………………………………………………..………..109
APPENDIX
V: A RESEARCH PERMIT FROM DISTRICT
ADMINISTRATIVE
SECRETARY
MTWARA……………………………………………………...…………..110
CHAPTER ONE
INTRODUCTION
1.1 Introduction
This chapter presents the background to the
problem, statement of the problem, objective of the study, significance of the
study, research questions, scope and delimitation of the study as well as
definition of key terms.
1.2 Background to the Study
The
quality and performance of teachers are always considered as determining
factors for the success of educational changes. Since the 1980s, the decline in
quality of teachers has become an issue of concern to the education sector
(Osaki, UWEZA: 2010). Scholars and educators have identified several major
problems faced by recruitment and retention in the teaching profession, such as
the teaching profession fails to attract bright young people (Sumra and Rajani,
2006), a disproportionate share of higher ability teachers leave teaching to
pursue for other careers (Mosha, 2000), and the under-representation of both
qualified minority teachers (Mosha, 2000) and males in the primary school
teaching force (Sallis, 2002).
In-service training is one of the major ways
to invest to teachers so as to motivate them in an organization for greater
return today and in future. The return would be realized via the improved
quality of the offered education as the result of good performance by both
teachers and students. According to Udofia and Ikpe (2012) recommend systematic
and regular in-service training because it enhances organization work life
balance and it is the best motivator to the employees. In service training in
most organizations is a continuous act exercise. It is very difficult for any
organization to achieve its goals or objectives without provision of regular
training to the staffs. If an organization manage and emphasize on in-service
training to the employee they will promote employees’ commitment, competence
and increase performance in the organization
The new Tanzanian national curriculum, adopted in 2005,
requires teachers’ in-services training in order to go hand in hand with the
changes in teaching and learning approaches that is learner-centered
approaches, rather than those approaches that are more didactic and
teacher-centered (www.iicd.org/projects/tanzania-betf). Although many Tanzanian
teachers have a wealth of experience in the classroom, few have adequate
training in these relatively new methods, therefore teachers’ in-service
training are needed (http://www.itlp.org).
The
needs for training in education particularly for teacher are important to
improve motivation of the teachers and quality of education in Tanzania. The
success of a school curriculum is closely related to its effective
implementation and the teachers have to be personally aware of the school
curriculum, improve and enhance the necessary skills to interpret the concept
change accurately and to implement the modified curriculum according its
requirements, aim and objective (Marsha &Naftaly 1999).
In-service
training to teachers plays an essential role in successful education reform. It
also serves as a bridge between prospective and experienced educators to meet
the new challenges of guiding students towards higher standards of learning and
self–development .In developing professionalism status of teacher, training
program such as in-service training should not be run away from the reformation
that occurs (Marsha &Naftaly 1999).
In-service training
is part of motivation factors, which develop concentration and interest to teachers
to perform their job responsibilities effectively and efficiently. In-service
training encompasses all types of facilitated learning opportunities including
credentials such as academic degrees to formal coursework, conferences and
informal learning opportunities situated in practice (en.wikipedia.org/wiki/professional
development). Sometimes terms like staff development, in-service training,
professional learning, or continuing education are synonymously to teachers’ In-service training. However regardless of the term used the
purpose is to improve learning for educators and students (Mizell, 2010).
There are variety of approaches to In-service
training, including consultation, coaching, and communities of practice, lesson
study, mentoring, in-service training, reflective supervision and technical
assistance. A wide variety of people, such as teachers, military officers,
health care professionals, lawyers, accountants and engineers engage in
In-service training. Individuals may participate in in-service training because
of an interest in lifelong learning, a sense of moral obligation, to maintain
and improve professional competence, to enhance career progression, to keep
abreast of new technology and practices, or to comply with professional
regulatory organizations. Indeed many are also forced to participate in
In-service training courses as part of a human resources exercise, (en.wikipedia.org/wiki/professional
development).
In-service training as a motivation force has
the long-term impacts to the teachers and good performance to the students
compared to other motivation factors, since in-service training is associated
with the updating and improving capacity of teachers to perform job required.
In most cases in-service training useful in the first appointment, new position
(promotion) and in a new task or if there is change of operations in the
organization as well as in the introducing of new technology or system in the
organization (Marsha &Naftaly 1999).
In recent years, the quality of
secondary education in Tanzania has been deteriorating gradually despite the
increased number of enrollment, this is supported by the factor that in five
years back less than fifty percent (50%) of students who sat for national
examinations passed their form four national examination (MOEVT, 2010), In an attempt to react to the massive failure of secondary students in
the country, the Government through the Ministry of education has employed
teachers and many classroom have been built (MOEVT, 2010).
However, the teachers who are the key ingredients in determining the quality of education are
yet to be given attention they deserve (Uwezo, 2010).Behind that there are many factors which determine the quality of
teaching; those factors are as follows: working condition, working experience,
required qualification and teaching competence as well as the level of
motivation which is very important in the schools (Uwezo, 2010).
Ministry of education has to
make efforts to improve in-service training to teachers aspart of the
performance and motivation factors in public secondary schools particularly in
Mtwara district and Tanzania as a whole because by doing so it will help
teachers to be responsible to their duties and they will be able to deliver
their skills and knowledge to students.
Therefore, this
study intends to examine the roles of in-service training on improving
teachers’ motivation in public secondary school with reference to selected
public secondary schools in Mtwara district.
1.3 Statement
of the Problem
The way teachers teach students in schools
has direct impacts on the learning outcomes of the students (Harris & Sass,
2006). This is because students’ performance and learning outcome depends
highly on teachers’ capability to effectively deliver or master the subject of
inquiry (Asu, 2004). Therefore, an investment in training teachers is critical and
crucial in achieving quality education and to improving teachers’ motivation.
Bennell and Akyempong (2007), highlight the needs for capacity building
(training) for teachers, which improves career structures and attracts more
opportunities for teachers’ professional development. Thus, in-service training
for teachers is the central resource that would ensure that students’
performance and learning outcome are effectively cemented.
Although teachers
appear to be confident in their own abilities; various literature shows that
they need external support, tools and regular in-service training to allow them
to excel in their work and improve student performance while progress up in the
career ladder (Harris&Sass, 2006). For example, the Dakar Framework for
Action (UNESCO 2000), to which Tanzania is a signatory, stated, “Teachers
in-service training is essential components in motivating teachers and
promoting quality education”. Besides, this is only possible if initiatives
have been made to improve teachers’ motivational factors (i.e., working
environment, training and community material support) so that they work
effectively which eventually enhance students’ performance. Apart from
education officials’ efforts to provide adequate support (resources and
facilities) to teachers so as to create learning-enabling environments in
Mtwara District Council; still all these efforts remain incomplete without
efforts to motivate them through in-service training for them to perform at
their optimal level. For example; in
Mtwara region, where poor performance was observed in most of public secondary
schools, there is a need to consider role of in-service training in teachers’
motivation in order to alleviate the poor performance problem. Thus, the
purpose of this study was to assess the role of in-service training on
improving teachers’ motivation in public secondary schools and hence contribute
to students’ academic performance in Mtwara District Council.
1.4 Objectives
of the Study
The following are the objective of the study:
1.4.1 General
Objective of the Study
The purpose of the
study was to assess on the roles of in-service trainings on improving teacher’s
motivation among public secondary schools in Mtwara District Council.
1.4.2 Specific
Objectives
i.
To
examine the contribution of in-service training on improving teachers
motivation in public secondary schools in Mtwara district.
ii.
To
investigate teachers perception on the importance of in-service training to
improve teachers motivation in public secondary schools.
iii.
To find
outthe impacts of teachers’ in-service training on improving students’
performance of public secondary school in Mtwara district.
1.5 Research Questions
The following are
the research questions of the study:
1.5.1 General Research Question
The study wasguided
by the following general research question: what are the roles of in-service
trainings on improving teachers’ motivation among public secondary schools in
Mtwara District Council?
1.5.2
Specific Research Questions
i.
What
are the contributions of in service training on improving teachers’ motivation
in public secondary school in Mtwara district?
ii.
What
are the perceptions of teachers on the importance of in-service training on
improving teachers’ motivation in public secondary schools?
iii.
What
are the impacts of teachers’ in-service training on improving students’
performance of public secondary school in Mtwara district?
1.6 Significance of the Study
The study will beneficial
to the Government, administrators and education stakeholders, whereby it will
provide awareness of teachers’ perception on in service training. It will add
value into the current canon of knowledge and debate concerning the
contribution of in-service training on improving teachers’ motivation. Also,
this study will be used for further studies by scholars interested on the
various impacts of teachers’ in-service training to improve students’
performance.
1.7 Scope of
the Study
The study intended
to assess the role of in-service training on improving motivation of secondary
school teachers in particularly in Mtwara District Council. The study was
conducted in Mtwara District Council in Mtwara Tanzania. The population of the
study was secondary school teachers, head of schools and District Education
Officer (DEO). The study selected 4schools out of 12 found in Mtwara District
Council.
1.8
The Conceptual Framework of the Study
INDEPENDENT
VARIABLE DEPENDENT VARIABLE
ROLE
OF IN-SERVICE TRAINING To re-orient teachers on new goals
and values It provides new knowledge and skills To cope with curriculum change To get new teaching technique To be updated Motivation Appreciation Become more conscious Feel sense of security Feeling self-confident Ability to plan and develop his or her own work Respected and make decisions IMPACTS Increase
teachers’ morale of work Increase
competence of teachers on their relevant subjects Increase
students’ performance Stimulate
students’ interest Increase
creativity Increase
teaching and
learning methods Intervention
strategies Provision
of seminar Provision
of coaching Guidance
and counseling Refresher
course Provision
of mentoring Appreciation
to those who do well
Source:
Researcher’s Own Conceptualization
The
figure shows the relationship between independent variable and dependent
variable. The independent variable in this study was the role of in-service
training which is to re-orient teachers on new goals and values, to provide new
knowledge and skills, to cope with curriculum change and to get new teaching
technique. Dependent variable was on improving teachers’ motivation, motivation
of teachers is to be respected, become more conscious, Feel sense of security, feeling
self-confident, ability to plan and develop his or her own work and ability to
make decision and also there is intervening variable which is the
recommendation of the study which is provision of seminar, provision of
coaching, guidance and counseling, refresher course, provision of mentoring an
appreciation to those who done well. Also there are impacts to those teachers
and students after the recommendation which are increase teachers’ morale of
work, increase competence of teachers on their relevant subjects, increase
students’ performance stimulate students, interest increase creativity,
increase teaching and learning methods.
1.9 Definition
of the key terms
The study in some
cases referring to the following key terms:
In-service: is the something that happens while someone is full time
employee.
Training: is the organized activity aimed at imparting information
to improve the recipients to help him or her attain a required level of
knowledge or skills.
In-service training: refers to the skills or knowledge that is
given to employees during the course of employment (Harris & Sass, 2001)
in-service training program for the teachers of the post graduate level tends
to increases the qualities possessed by a good teacher which positively affect
the performance of a teacher.
Motivation: refer to the external and internal factors that
stimulate desire and energy in people to be continually interested and
committed to a job, role or subject.
Teachers: is a person who provide for pupils (children) and
students (adults). According to kakkar (2001) the teacher of today is an
individual who is not only interested in children’s acquired knowledge and
skills but also equally involved in his total development.
Teachers’ motivation: according to Lumsden (1994), teachers’
motivation is defined as cause for teachers’ behavior or the reason that
teachers carry out some activity. This study defines teachers’ motivation as an
internal drive that directs teachers’ behavior towards some end.
Secondary school: is the stage of education following after
primary education.
1.10 Limitation of the Study
There is no study without some limitations.Some of the
respondents were located at the remote areas which caused some difficulties to
meet with them. This was solved by researcher to find an alternative transport
to reach the area.
Secondly, majority of the respondents delayed to complete
responding to the questionnaires given to them with different excuses one being
shortage of time. This was solved by a researcher to be tolerant and insist
them to complete so as to get accurate information about the study.
Third, some of the respondents at first were reluctant to
corporate but after little persuasion and use of friends who are their friends
they cooperated.
1.11
Organization of the Research Report
This report is
presented in six chapters. Chapter one presents general introduction part of
the study that is the Background of the problem, Statement of the problem,
Scope of the study, Significance of the study, Purpose of the study,
Limitations of the study, Definitions of key terms and Conceptual frame work.
Chapter two presents a theoretical framework Specifically, it presents the
review of theories related to the concept of motivation such as Maslow’s theory
of hierarchy of human needs also and relevant empirical findings related to the
study which elaborate on the role of in-service training on improving teachers
motivation and the chapter ends with
identification of the research gap. Chapter three explains the design of the
including among others determination of sample, location of study, data
collection and analysis methods. Chapter four presents the presentation of
findings of the study and chapter five presents discussion of the findings and
chapter six presents the summary of the study, conclusions and recommendation.
CHAPTER TWO
LITERATURE
REVIEW
2.1 Introduction
This chapter
reviews the literature on the role of in-service training on teachers’
motivation. Also, present some findings from relevant studies at a global
perspective, African perspective and Tanzania in particular.
2.2 Theoretical
Review
The study is grounded on a theory of Human
motivation which was propounded by Abraham Maslow in 1943. Maslow subsequently
extended the ideas to include his observations of humans’ innate curiosity. The
theory goes parallel with many other theories of human developmental psychology
some of which focus on describing the stages of growth in human.
According to Maslow’s hierarchy of needs
describe human growth in five stages such as physiological, safety, belonging
and love, self-esteem and self-actualization. The theory argued that within
human body there are five drives that force human beings to react or to behave
into different behaviors like growth, achieving or performing a particular
task, they behave differently depending on their needs. Hierarchy of needs is
categorized into five categories which are physiological needs, security needs,
love, and self-esteem and self- actualization (Maslow, 1943).
The theory further explains that once the
first need becomes substantially satisfied, the next need become dominant,
therefore when an organization want to motivate an employees, must be aware of the level of needs and have
to understand on the present level of employee’s need and focus on satisfying
the need at or above that level (Robbins 2010).From the researcher’s point of
view provision of in-service training will motivate teachers both internally
and externally since those training creates love and makes teachers feel
belonging to the organization; as a result teachers are motivated to do work
and improve performance to the students in there national exams. Also in-service
training provides sense of self respect, self- independence and achieving after
attaining regular trainings. The five levels of needs as explained by Maslow
are as follows:
Physiological Needs; These are fundamental
physical comfort or bodily needs like food, shelter, sex and other bodily needs
at work place; these needs translate into a safe economically designed work
environment with appropriate salary or compensation. This means that when
Government provides good working condition with reasonable salary to the
employee, will help employees to hire house, buying food, and clothes pay
tuition fees for their children, this will result on an employee to feel
comfortable and motivated to the work.
Security or safety need; Apart from physiological
need the second stage is safety need, employee need to be secured and free from
fear along with an environment free of violence,
They need stability, contract, health care’s,
structure and order, in the workplace such as school, teachers needs job security,
in service training help employee to be competent and to qualify to do work.
Sometimes unqualified employee, who work without any in-service training to
boost their professional can create an environment to fire them and lost their
benefits.
Belongingness and love; Third level of human
needs is interpersonal and involves feelings for belonging. Employees always need to be loved, friends,
family and intimacy for social acceptance and affection from one’s peers. In
the work place this need is satisfied by participation in work groups with good
relationship among workers and managers. In-service training taught teachers’
sense of cooperation to each other which enhance motivation of teachers to love
their work.
Self –Esteem; Fourth level of human needs is
self-esteem, whereby all human have to be respected, typical human desire to be
accepted and valued by others, people engage in a profession or hobby to gain
recognition. People want the acknowledgment from others when doing something
which makes others to acknowledge and appreciate. In-service training to
teachers motivate them to be regarded as useful, competent and important in the
organization, also teacher desire respect and need self- image in the
work place so as to do their responsibilities effectively which increase their
high status and recognition that contributions on satisfying these needs
Self-actualization; this is the highest level
of people motivation and satisfaction these involve people striving to
actualize their full potential to become more of what they are capable of
being. They seek to attain self-fulfillments. In the work place, people satisfy
this need by being creative, receiving training or accepting challenging
assignments.
Focusing on these needs, in-service training
is for professional growth and solves challenges facing teachers in their
working place, also rewards and recognition is very important to improve the
quality of education. Managers have to create good physical, social and
psychological environment in the work place and they have a responsibility to
help employees in fulfillment of their needs.
2.3 Empirical Evidence
2.3.1
Meaning of motivation
The term motivation refers to organizational goal an individual
concentrates on and dedicates his or her time and effort toward a particular
activity for the purpose of attaining organizational goals or objectives (Cole,
1991). Thus, these forms of behavior are caused by stimulus and are directed to
a desired outcome.
Tyson and York (1997)
say “motivation is the internal force that drives an individual to behave in a
different way.” These inner forces are the needs that have to be satisfied and
thus a motivation is a continuous process since the satisfaction of one need
stimulates a desire for further needs, hence satisfaction of these needs leads
to the achievements of goals.
On the question of motivation and its respective
forms, scholars have pointed out intrinsic and extrinsic as types of motivation.
Effectively motivating your employees requires that you gain and understanding
of the different types of motivation. Such and understanding of the different
types of motivation will enable you to find each member different and each member’s
motivation, such understanding will enable the employees to categorize team
members and apply appropriate type of motivation. Some people respond the best
to intrinsic which means from within and will meet any obligation of an area of
their passion and other will respond better to extrinsic motivation in which
their world provides that difficult
tasks can be dealt withprovide there is a reward upon completion of the task.
According toCole (1991) argued that stimulus can be intrinsic
where an individual has the desire to perform a
specific task because its results are in accordance with his belief system or
fulfills a desire and therefore importance is attached to it.And extrinsic rewards, which mean stimulus from
individuals’ self-experience and stimulus from outside individual such as
pay-rise, promotion as well appreciations.
He also provides a
basic motivation model which shows how stimulus drives someone towards certain
goal.
Basic Motivation Model
Source: Cole (1991),
Personnel management theory
From the basic model,
stimulus can be anything that motivates or drives someone to a certain form of
behavior or a thing that force someone to behave in a certain way in which at
the end results in the expected goal.
Therefore, a teacher is pushed by something that he
feels inside but the pressure depends on how strong the force is. Motivation
is a product of participation though working together; it is not an easy task,
what is needed is to create the environment that will encourage positive human
relationships within the workers. The managers should give rooms for social
competence within the organization (Talbot & John Adair, 1990).
2:3:2 Nature of
In-Service Training
In-service training is simply attributed tothe
education that isprovided to employed teachers so as to improve their
knowledge, improve their skills and to improve their professional.
According
to Osamwonyi (2016) in-service training is the relevance course and activities
in which serving teachers may participate to update professional knowledge,
skills, and competence in the teaching profession.
Osamwonyi(2016) believes that most of
teachers of today found themselves they have nothing to offer to their students
by ways of professional development. So such teachers needin-service training
to update their knowledge, skills, and competence. In-service training can be
categorized into the following forms: Coaching, which implies a training in
which a person supports a learner or client in achieving a specific personal or
professional goal by providing training and guidance.
Mentoring is another form of in-service
training that denotes a relationship in which a more experienced or more
knowledgeable person helps to guide a less experienced or less knowledgeable
person.The third type of in-service training, in the views of Osamwonyi is Seminar,
which involves an academic forum whose major purpose centers on a reflection or
discussion of problems. It is piloted by a coordinator who has a written
responsibility of putting down precise or brief summary of the views expressed
by each member of the discussion panel. At the end of the session the
coordinator presents the highlight of the views and invites for questions,
comments, observation or contribution from the audience to encourage total
participation. Another form of in-service training is refresher course is the
training course in which people improve their knowledge or skills and learn
about new developments that are related to the job that they do. Fifthly form
of in-service training is conference which is the academic gathering in which
certain speaker come prepared, often by invitation or for a fee, to open
discussion on some reasonably interesting or controversial theme. Generally
conference participants come to listen, question the main speakers, make additional
prepared or spontaneous contributions to their own, evaluate opinions and
points of view and discuss formally and informally among themselves. And sixthly form of in-service training is workshops
it just like conferences, workshops can be regarded as academic gatherings but
in this case aimed primarily at providing within the intellectual horizons of
participants, selected functional experiences that will enhance their
performance on the job. Workshops are characterized by individual or group role
assignments. Resources person are usually invited who come prepared and provide
working procedures to participants. And lastly form of in-service is
correspondence course there is no physical contact between the teacher and
student. Communication between the teachers and students is through post, hence
the name correspondence education.
2.3.3 The Concept of Motivation and In-service
Training
The word
motivation is viewed as among the most intensive and complicated issues in the
organization that managements strive to implement so as to bring up the morale
of employees in performing various jobs or activities (Mitchell, 1982).
On the other hand,
in-service training offers one of the most promising ways in improving
performance of the teachers and will lead to good outcome among the students.
Also, in-service training enhances teachers to develop their knowledge of
teaching, teaching skills, capability of handling new instruments and new
teaching strategies. By attending several trainings teachers become competent
and confident in effectively and efficiently delivering in classrooms.
All these can
happen through well-defined training policy and training programme in the
schools. Institution, corporate body, associations or government agencies have
the responsibility of organizing staff development and other activities which
will make staff to improve his or her capacity toward required task. (New
Barry, 1999)
Employees who are
in-service they are supposed to attend training or short courses which will
help to improve their work ability through improving skills and knowledge. If
an employee will work for a long time without attending any training it is
obvious that his or her performance, confidence, commitment competence and
performance will decline because he or she will not be satisfied with the work
environment (New Barry, 1999).
In another way, it is mentioned that for a
person or employee to have new status he or she must have completed a short
course or in-service training. This means that qualification of initial
education or Pre- Service education is not a qualification of one’s having a
new status. For example, an employee who holding diploma have to attends a
degree course program in order to update or acquire the intellectual and
professional skills that are necessary to discharge their duties effectively
(New Barry, 1999)
The researcher agreed with New Barry that
employee cannot be able to perform or be competent in his or her new job responsibilities
like first appointment, promotion and re-categorization if he or she will only
have initial education. So, in order for
them to be competent and perform their new responsibilities as required they need
to have in-service training which will guide them on how to perform their
specific work. Also, in-service training is required for employees who have
worked for long time to help them to update their knowledge and skills. Without
in-service training the organization will not be able to achieve its objective
and goals.
According to (Ong Yee, 1993),
In-service training is the totality of educational and personal experiences
that contribute toward an individual being more competent and satisfied in an
assigned professional role. The primary purpose of in-service training is to
enable teachers to acquire new understanding and instructional skills. It
focuses on creating learning environments which enable teachers to develop
their effectiveness in the classroom. In this aspect, in-service training for
teachers is the driving force behind much change that has occurred in the area
of teaching and learning. It is vital that teachers keep up to date on the most
current concepts, thinking and research in their field and also promote
professional growth among teachers in order to promote excellent and effective
teaching and learning environment for students. From the above arguing show the
correlation between in-service training in improving motivation of the secondary
school teachers,(Ong Yee, 1993).
According to (Kazmi,Pervez&Mumtaz
2011), in-service training for teachers enables the teachers to be more
systematic and logical in their teaching style. Due to that factor show that
In-service training is a planned process whereby the effectiveness of teachers
collectively or individually is enhanced in response to new knowledge, new
ideas and changing circumstances in order to improve, directly or indirectly
the quality of education hence improving motivation of secondary school
teachers.
According to ( Rashid, 1996),
in-service training comprises two main elements, which are the fulfillment of
students learning needs and ensuring personal and career development of the
academic staff. In-service training is a fundamental aspect for the enhancement
of teachers professionalism related to the teacher’s vision to improve the
quality of their work. Through in-service training, teachers can be motivated
though identify and evaluate critically the culture of the school which can
bring changes to the working culture.
School administrators face the
challenging task of providing for the professional development of teachers in
their schools, ( Ong,Yee 1993). “this
responsibility is assigned to them because administrators have ready access to
data that provide a clear picture of strengths and weaknesses of the individual
staff members, the needs of the students, the week areas of curriculum, the
values and desires of the community and how their school measures up to
Education Ministry’s goals and objectives”. ( Ong Yee, 1993). In this aspect,
it is necessary for administrators to provide a process of involving teachers
in the identification of professional skills that need to be improved and for
involving them in the design of activities and program to provide this skill
development.
Studies done with (Ekpoh,Oswald&
Victoria 2013), shows that, teachers who attended in-service training performing
effectively in their work concerning knowledge of the subject, classroom
management, teaching method and evaluation of students.
Jahangir, Saheen&Kazmi (2012) also
shows that in-service training plays a major role to improve the teachers’
motivation in school. Besides that, in-service training also provides teachers
with ample opportunities to learn new concepts, methods and approaches through
professional development. In-service training is to deliberate and continuous
process.
2.3.4 Contribution
of In-Service Training on Improving Teachers’ Motivation
In-service training is the process to
providing employees with the knowledge and the skills needed to a particular
task or job (Werner &Dismore, 2009). Normally a new employee’s manager has
the primary responsibility for his or her training. The new employees training
can have a significance influence on the new employee productivity and attitude
his or her job, (Byarsand Rue, 2008).
Today,employers have got no other choice but
to ensure the training and development of their employees while they remain
valued assets in the organization. Training is the major facet of talent and
knowledge management which is crucial for the future of human resource of any organization.
(Muathe, 2008) explains that training is a
learning process that involves the acquisition of knowledge, sharpening of
skills, concepts, rule or changing of attitude and behavior to enhance the motivation
of employees.Training is activity leading to skilled behavior. Njoroge (2011)
indicated that recognition, promotion, supervision, work environment and
training affect job satisfaction.
Amadi and Promise
(2013) did a study on development of
teachers’ academic performance in secondary schools in Etche Local Government
area, Rivers State of Nigeria did a survey in secondary schools in the area and
found that in-service training of teachers accelerate
academic relationship among peers in similar area of specialization, teachers
idea are shifted towards increasing knowledge, skills and technical rationality
and orientating of teachers’ focus for attainment of high quality of academic
performance. He found that in-service
training enable developing a sophisticated workforce through application of
valid approach to learning and teaching so as to increase work quality and
waste reduction, thus in-service training contributes to teacher academic
performance. Further he found that that in-service training promotes teachers
academic achievement by enhancing high level of productivity and efficiency,
carrying out detailed and expert delivery of lesson objectives, enriching
teachers’ academic focus and interest, contributing to curriculum innovations
and technologies while reinforcing
desirable teaching or learning methods and procedures. He suggested that
in-service training contributes immensely by orientating teachers’ focus for
attainment of high quality of academic performance therefore in-service
training is very necessary because nowadays there are so much knowledge
challenges that the teachers need to be acquainted with.
Oluremi
(2013) did a study on Enhancing Educational Effectiveness in Nigeria through
Teacher’s Professional Development, interviewed 550 teachers in Osun
State in Nigeria primary schools. The study revealed that in-service
training
enhances academic and professional qualifications of teachers, assist teachers to acquire more
conceptual and technical knowledge, and
skills knowledge that will help them to meet up with the present and future challenges,
improve level of competence and their sense of self efficacy, improve teaching
skill of teachers, enhances classroom management, help teachers to keep in
touch with their counterparts and new developments within and outside the
country, in professional growth reduce the incidence of teacher turnover,
equipped teachers to implement the new education policies which requires new
orientation, attitudes and skills for the changing society, and improve the
social and academic status of teachers in the society. The interviewed primary
school teachers explained the importance of in-service
training to
both teachers professional qualification, in teaching and learning, and social
status of the teacher improvement.
Akinbode (1996) did a study on Staff
Development in Nigeria and come with the result that in-service training enable
teacher to obtain higher academic and professional qualification in order to
improve their positions in the school system, it increase teachers education
capacity and it develop teachers professional, and this result into good
position in their work. One can be promoted and in a better position than
before and to be adequately equipped to meet up with the new changes in the
school system in 21st century, in an earlier study had established
that investment in the form of in-service training was crucial factors in the
development of job commitment. The results of this study shows by teachers who
had low commitment after they were given opportunity to go for in-service
training they become better. Thus, in-service training served to boost
teachers’ motivation and thus, engendered positive work performance among them.
According to Nakpodia (2008) did a study on
the role of education administration in the promotion of in-service teacher
education for primary school teachers in Nigeria, argue that in-service
training is the process of continuous updating teachers knowledge, skills, and
interests in chosen field. It is a means for continues professional growth,
which encourage the extension of technical assistance by teachers educators,
in-service training is the integral part of staff development programme, which
is organized for teachers while in-service.
He
argued that in-service training enable teachers to acquire more conceptual and
technical knowledge, skills and competence in their teaching subjects and
pedagogy in order to improve their efficiency in classroom instruction. A
teacher who perceives in-service training positively is eager to attain new knowledge,
skills, attitudes, values, and dispositions. Within such dispositions there is
pride, self – esteem, team spirit, commitment, drive, adventure, creativity,
and vision. All these attributes have to be owned by the teacher (Mosha, 2006).
Teacher’s perception depends on self-evaluation, the influence and support of
school leadership, and school culture.
Generally teachers’ In-service Training is
important as it enables teachers to in new and more skills in teaching and
learning methods, update teachers to go hand in hand with the changes in
technology and curriculum, promote teachers academically or professionally and
gaining more confidence. Therefore teachers must be developed professional so
as to enable them make schools and education system at large to have better
direction
2.3.5
Teachers’ Perception on the Importance of In-service Training to Improve
Teachers’ Motivation
Training is like sharpening an existing skillin
order to reflect the trend s in technology and other social cultural
environmental change of an organization. Productivity is the goal of today’s
competitive business world and training can be a spring board to enhance
productivity. The aim is to enable them contribute full measure to the welfare,
health and development of the organization (Onah 1993).
The
main objective of training or development of in-service in an organization is to
increase efficiency of employees with the results to increase in corporate productivity.
Henderson (2000) in his book the evaluation
of in-service teacher training stated that the further training to teachers
in-service work is like a tonic, like an injection that helps to protect the
commonest diseases teachers suffer from is arteriosclerosis, that is long set
habit that become second nature forcing them to act always in the old well-established
way, independently of the transformed world around.
Al-Zoubi and Rahman (2011), done their study
on the effects of a training program in improving instructional competencies
for special education teachers in Jordan
and the sample size were 50 teachers and the participants were
distribute into two equal groups , with 25 teachers in each group. The teachers
in the experimental group were attached with the training program module; whereas
the teachers in the control group were exposed to the conventional training
program. The result revealed that there are different between those two groups,experimental
group become well than control group in improving personal and professional
competencies.
According to HakiElimu (2011) argued that
factor that compelled teachers to join the profession was their failure to
qualify to study to join other professions. Teachers explained that some of
them joined the teaching profession after failing to obtain the level of
qualifications required to undertake studies in areas such as finance,
economics, medicine, engineering, etc. Thus, they thought that teaching
profession would be an entry into other professions of their liking. As such,
teaching was very much a ‘by the way’ profession, while waiting for something
better to come along. This clearly makes the teachers less attached and less
committed to the teaching profession.
According to Federal Republic of Nigeria
(2004) Technical and Vocation Education Training comment that in-service
training to teachers enhances teachers’ competence, teacher may have ability to
master something during teaching and learning process. The level of mastering
effectively teaching skills among teachers differ from one teachers to another
one school between those teachers who attend in-service training and those
teachers who are not attend training because teachers in-service training
program are necessary in order to update teachers skills, knowledge and
performance also enable them to become more effective and competencies of their
teaching on the way to teach, to choose suitable pedagogies to students.Training
increases competence both mental and physical as equipment for the individual
to live in and contribute to the development of his society.
Government of Kenya (1980) recommends that
management should involve the development of people and not direction of
things. Involvement of teachers in in-service training program will improve
their teaching effectiveness. According to the study the principle intention of
training by (Akpan,2000), argued that training equip people with the knowledge
required to qualify them for a particular position of employment or to improve
their skills and efficiency in the position they already hold. Staff training
therefore improves the effectiveness and efficiency of the employee.
According
to Ngala&Odebero(2009) and Ngala (1997), on their study they emphasizes
that participating in seminar, workshops and educational conferences were
reported by teachers as a vehicle of improving their effectiveness and
production to their work. Teachers facilitate the acquisition of requisite
skills, knowledge and attitude necessary for the fulfillment of the aim and
objectives of education (Paisey, 1989). Teachers who attain in-service training
acquire more knowledge and skills as the result of obtaining organizational
objectives such as good performance.In-service training should be designed
around research-documented practices that enable educators to develop the
skills necessary to implement what they are teaching (Joyce & Showers,
2002). Marzano, Pickering, and Pollock (2001) have identified nine research
documented practices that improve student performance. Those practices should
also be applied to the improvement of teacher effective and in-service training.
In-service training aimed at making a change
in teacher methods must provide opportunities for the teacher to practice with
such methods over a reasonable period (Monk, 1999). The teacher is the heart of
classroom instruction (Galabawa, 2001) the effectiveness of the teacher depends
on his/her competence (academically and pedagogically) and efficiency (ability,
workload and commitment), teaching and learning resources, teaching and
learning method, and support from education managers and supervisors.
In-service training to teachers would improve
the teaching and learning activities in school, which in turn would improve the
quality of education at national level (Masari 2012). Bullough
(2017) on his study of the continuing education of teachers: in-service
training and workshops argued that teachers learn from many activities, formal
and informal, they learn from practice itself when stopping to consider a
struggling students response to a homework question, conversations in the
hallways and lunchroom with other teachers observing in a peer’s classroom
result, all this activities can refresh teachers commitment to teaching and expand understanding of the work of
teaching or may not.
But
(Wilson and Berne, 1999), argued that teachers needs in-service training so as
to find new ways of teaching and learning, new teaching and learning materials
to get experience from other teachers as the result of smoothing teaching and
learning activities in schools.
Generally
in-service training is very importance to teachers because it enhances
performance of teachers andimproving their education proficiency in order to help
them acquire skills and knowledge plus keeping informing them about the latest development
in the education field. It is also found that there are significant effects of
the in-service training program based on instructional competence in improving
the knowledge,performance, professional and personal competence of the
teachers.
2.3.6 Impacts
of Teachers’ In-service Training on Improving Students’
Performance
There are many factors that determine the
performance of students, including teacher qualifications and experiences,
their level of motivation, and working conditions. Studies show that when teachers
attend in service training are motivated and love the teaching profession,
students are motivated to learn and they learn the content taught by their
teachers more effectively (Capraraetal.,2006).
It is
therefore important to foster teachers’ motivation as one of the measures to
address the problem of the deteriorating quality of education. Omari (1995)
substantiated that the students’ failure at the secondary level is the result
of bad foundation in the primary level due to learning environment,
qualifications, training, and motivation of teachers and the availability of
both teaching and learning materials. In
this case, there will be remarkable drop in the national economy since most of
the citizens will lack basic skills and knowledge that would help them in their
daily lives and thus they will become dependent to the government.
Helen et al(2007) who found
that teachers who had opportunities of engaging in continuous professional
learning and development had a substantial impact on pupils’ learning hence improve
in pupils’ performance. This means that teachers had gained
from the in-service training program and had a strong and positive effect on improved teaching. The
quality of teaching lays in the ability of the teacher to transform the
knowledge (subject matter) in the form that can be understood by the learners.
This should be done through activities that give opportunities for pupils to
construct their own knowledge.
According to Galabawa (2001) on his study of
advocacy mobilization and partnership for education and literacy for all in
Tanzania points out that the academic performance of students in schools is
very much dependent upon the teachers who are the main instrument for bringing
improvement in learning. Teachers who provided with effective instructional
often registered to high academic achievement on the part of their students,
because training motivates them by boosting their skills and to be competent on
their subject.
Kwaslema(2015) conduct his research on the
contribution of in service training to students’ academic performance, it is
observed that there is the association between in-service training and
students’ academic performance. The in-service training improves teachers’
abilities and the required teaching competencies such as mastering of subject
matter, knowledge and skills in classroom management and creativity in lesson
presentation. All these influence the students’’ academic performance.
Therefore teachers should be provided with in-service training to improve their
competencies in teaching in order to improve students’ academic performance in
schools.
Teachers who attend in-service trainings on
special education programs, their attitude towards teaching change such that
they could handle the students’ better, trainings on better teaching methods,
helped in curriculum delivery which improved the performance of students. Thus,
motivating teachers, gives them an opportunity to become better equipped and
competent. On that account, the principals will be interviewed concerning the
effects of teacher training and development on their motivation (Nyakundi,
2012).
On the other hand, the researcher argued that
in-service training on teachers improves teachers’ competence, confidence,
commitment, skills and knowledge which will help them to undertake their
responsibilities with passion which will influence achievement on student’s
results hence level of motivation to improve.
Frequent curriculum changes without provision
of training to teachers and heads of schools. This created a big challenge to
majority of heads of schools as they were found complaining to be unable to
execute well their roles towards good school performance. Only few teachers and
heads of schools involved in training when a new curriculum was introduced in
their schools were found to be motivated to perform well as they acquired
enough skills on how to monitor well the teaching and learning process. The best
performance obtained in these schools was due to training on curriculum changes
provided to teachers and heads of schools.
Further teachers’
trainings improve confidence and overall performance in curriculum delivery,
consequently improves their job satisfaction as the result to improve students’
performance. OECD (2005) as cited by
Nyakundi (2012) reveals the ways by which in-service training affects teachers’
motivation; through in-service training to teachers, teaching skills were
shaped, they learned new methods of teaching and a good rewards system makes
teachers satisfied and realize that
their work is appreciated.
Also, Kreisman
(2002) argues that if the organization does not recognize the individual‘s
needs to grow, then they might be
de-motivated hence a reason for resignation. In-service training enables the
organization to have employees with more skills and who are more productive. In
their study have put forward that training activities are positively correlated
with productivity and maintenance.
Krueger and Rouse
(1998) contend that both general and specific training has positive effect on
employee commitment to the organization’s greater performance and overall job
attendance than those who do not attend training. Many scholars agree that
organizations that train their employee consistently have better outcome than
those that do not. Training to teachers results into better performance of the
students in the school.
Also, Nyakundi
(2012) did a study on affecting teachers’ motivation in public
secondary school in Kenya and revealed
that employees who participated in a number of training programmes view the
organization as more supportive, looked at the company more favorably, and had
low intention to quit. Organizational training offers employees many
opportunities they have never are able to achieve elsewhere. These in turn translates to the employee
feeling a sense of debt to the company and desiring to spontaneously cooperate
as means of repaying the reward that they received. (Nyakundi,2012). The reward
of teacher who provided with training is the performance of the students. Since
the company where teachers work is school and productivity is students’
performance.
2.4 Research
Gap
Analysis of relevant literature on role of
in-service and teacher motivation indicates a paucity of research on the
teachers’ motivational factors both in Tanzania and the world at large.
Many
researches such as Walker (1982) do research on the effects of principal
in-service training on teacher classroom behaviors and student academic
motivation, Gorozidis&Papaioannou(2014) argued on the teachers’ motivation
to participate in training and to implement innovations and also Ahmad, Kadir,
Esa.,Mohd, &Razali (2013) argued on the relationship between in-service
Training with students’ achievement in Malaysia.
Those
studies focus on contribution of in-service training on capacity building,
promotion as well as students’ achievement or performance. Few studies
concentrate on how teachers de-motivation causes poor academic results in
secondary schools but very little consideration has been put on how teachers’
in-service training can improve teachers motivation and consequently improving
students’ academic performance in Mtwara District Council.
Therefore, this research is aimed at finding
how in service training can improve teachers’ motivation and thereby improve
students’ academic performance in the selected public secondary in Mtwara
District Council.
CHAPTER THREE
RESEARCH
DESIGN AND METHODOLOGY
3.1
Introduction
This chapter provides information on how the study was
carried out for the purpose of obtaining the needed data to the study. The
researcher describes design which was used in carrying out the investigation to
answer the research question. This chapter includes the research design, study
area, sampling population, sample size, sampling techniques, research
instruments, and data collection method and data analysis procedures.
3.2 Research
Design
Research design is
a plan for addressing an objective of study (Creswell, 2009). It is the blue
print that enables the investigators to come up with the solution to problems
and guide him or her in various stages of the research (Kothari, 2004).
The importance of
research design is to enable all aspects of study are well addressed an
implemented and enable the study to answer the question as unambiguously as
possible. Cohen, Marion and Morrison (2007) argued that the criteria for
selecting a research design depend upon the appropriateness of the technique
for the objective of the study.
According to Creswell (2012), case study
design is the type of qualitative research in which the researcher explores a
single entity or case within it’s really life context bounded by time and
activity. It involves the collection of detailed information through variety
data collection procedures during a period of time.
The researcher used
case study design whereby visiting the school area under study with views of
collecting data to make an assessment on the role of in-service training on
improving teachers’ motivation in public secondary school in Mtwara District
council.
3.3 Research Approach
The
study used mixed approach whereby both quantitative and qualitative approach
used to collect and analyze data. Cohen, Marion & Morrison (2007) mixed
approach helped the study to bridge the gap between qualitative and
quantitative methodologies. According to Cresswell and Clark (2011), mixed
approach helped the study to allow the analysis and description of data in both
qualitative and quantitative methods.
Qualitative
approach is designed to reveal a targeted audiences range of behavior and the
perceptions that drive it with reference to specific topic or issue. Kothari
(2008) this approach is adopted because it helps in-depth examination about the
phenomena.
Quantitative
approach is the investigation of observing phenomena through statistical or
mathematical techniques. The objective of quantitative approach is to develop
and employ mathematical models, theories
and hypotheses pertaining to phenomena (Kothari,2008) this study adopted in
less amount because it looks the relationship between variables and also can
establish a cause and effect relationship in highly controlled circumstance
(Nsabuga, 2000).
In this regards mixed approach helped to
assess on the role of in-service training on
improving teachers’ motivation in public secondary school in Mtwara District
council.The use of more than one approach would enable` the researcher to
verify and validate the data collected.
3.4 Study
Area
The
study was conducted in Mtwara District council which is one of the 5 districts
of the Mtwara Region of Tanzania. It is bordered to the South by Mozambique, to the West by the Tandahimba
District, to the North by
the Lindi Region and to the East by the Mtwara
Urban District and
the Ocean. According to the 2002 Tanzania National Census, the population of
the Mtwara District council was 204,770. Most of the residents are from the
Makonde and Makua tribes.
The district occupied an area of the 3,597
square kilometer. Mtwara district council selected to be the study area because
most of their people do not consider education as an important element in their
economic development. Children at age of school are taught important
traditional life such as jando and unyago and they miss an opportunity to go to
school. These people put less effort in community schools in their areas thus
most of the schools have poor working environment, no in-service training to
teachers to update their knowledge which act as one among the factors of motivating
teachers for the betterment of students’ academic performance.
Mtwara
district council have poor trends of students’ academic performance in form two
and form four national exams at regional and national level. And the schools
selected were Ziwani secondary schools, Mustapha Sabodo secondary school,
Ndumbwesecondary school and Kisiwa secondary schools. Figure below shows the area of study of Mtwara
District with its administrative division, wards and villages.
Source:Naliendele
Agriculture Research Institute (NARI 2017)
3.5. Population
and Sample Size
According
to Komboet al (2006), population
refers to a group of individual objects, or items from where a sample is taken.
Also according to (Bryman, 2008)Population is the total universe of units from
which the sample or informants should be selected in this study, the targeted
population consisted of secondary education officers, secondary schools heads,
and secondary school teachers in Mtwara district council.
3.5.1 Sampling Population
Sampling population refer to a big group of people from
which a small set of respondent selected to become the basis for estimating or
predicting the prevalence of unknown piece of information (Kumar, 2005). In
this study the population includes teachers, heads of schools and District
Education Officer as the sampling population from which only few was taken as a
sample.
3.5.2 Sample Size
According to Kothari (2008) sample size is the number of
items to be selected from the universe to constitute a sample. A sample size is
any subset of sampling unit from a population (Nsabuga, 2000). Sample is a subset or segment of the targeted
population that is selected for investigation (Mugenda, 2003). The target group
must be an optimum size that should neither be excessively large nor to small
(Adam and Kamzora, 2008). The sample size is an important feature of any
empirical study in which the goal is to make inference about a population from
a sample. Targeted population was four secondary
schools out of 12 ward secondary schools namely as Ziwani secondary school,
Mustapha Sabodo secondary school, Ndumbwe secondary school and Kisiwa secondary
schoolin Mtwara District council due to expense of data collection.
The researcher had sample size of 53 respondents, whereby
48 teachers, were 12 teachers selected
from 4 secondary schools because there are the vital figure in the success of
every student in school and they are ne who affected by lack of in-service
training, 4 wereheads of schools selected because these are the ones working
closely with teachers, so they know problems facing their teachers and might in
one way or another be the participant in the developing teachers so as to
improve their motivation and improve students’ performance, and 1was DEOselected
because it was assumed that they were aware of the teachers’in-service
training and how it improves their motivation. As shown on the chart below.
1+N (e)2
Where,
n = Sample size
N= Population
e= Level of precision (0.05)
1 + 61(0.05)2
= 53 respondents.
Source: (Yamane 1967, pg 886)
Table: 3. 1 Composition of the sample
|
S/N |
CATEGORIES |
AMOUNT |
|
1. |
District Education Officers (DEO) |
1 |
|
2. |
Secondary school teachers |
48 |
|
3. |
Heads of schools |
4 |
|
|
TOTAL |
53 |
Source: Researcher (2017)
3.6 Sampling
Procedures
Sampling
procedure is the process by which the representative portion of population is
selected for analysis. Babbie (2005) Sampling procedure is the acquisition on
information about relatively small part of large group or population usually
with aim of making inferential generalization about the larger population This study used purposive sampling and simple
random sampling.
3.6.1 Simple Random Sampling
Random
sampling is a fair way of selecting a sample from a given population since
every member is given equal opportunities of being selected (Kothari, 2004).
Teachers was selected through simple random sampling whereby a researcher was
prepared 25pieces of papers, where13 papers was written NO and 12 written YES
and put them on the box then asks all teachers in the school to pick one piece
of paper from the box, those who pick YES was selected to be sample of the
study. Teachers as the victims of in-service training were selected randomly so
as to reduce bias among them and to avoid others to feel superior to others.
3.6.2 Purposive Sampling
Kothari
(2008) defines purposive sampling as a method whereby researcher purposive
targets a group of people believed to be reliable for the study. The study
population was selected due to their knowledge of a population and the purpose
of the study. In this study Heads of schools and District Education Officer
Mtwara was selected due to their knowledge, ideas and experience concerning
roles of in-service training on improving teachers’ motivation.
3.7 Data
Collection Method
In this study data
and information was collected by using primary data collection technique and
secondary data collection technique.
3.7.1 Primary Data
According to (Kothari, 2004), Primary data
are those which are collected afresh and for the first time and thus happen to
be original in characters. They are the raw data which are acquired through
interview, questionnaires, as well personal observation. By use of
self-administered questionnaires, primary data was used to collect information
from a selected sample of respondents. Also interview was used to collect
information from the heads of schools. The primary data were collected by
taking information from the selected sample size.
3.7.1.1 Questionnaire
Method
Questionnaire is a
method of collecting data which consist of a number of questions printed or
typed in definite order on a form or set of form (Kothari, 2008). The study
employed close ended questions to collect information from teachers for the
purpose of getting detailed information concerning the role of in-service
training to teachers in Mtwara district council so as to improve teachers’
motivation.
3.7.1.2 Interview
According to
Kothari, (2008) Interview is a conversation between two or more people where
questions asked by the interviewer to obtain facts or statements from
interviewee. The researcher used interview method in collecting data so as to
give opportunities to participants giving out their views concerning the topic.
In this study the researcher used interview to obtain the desired data from
Educational officer (DEO) and Heads of schools.
3.7.2 Secondary
Data
Secondary data is
the method of collecting data that have already been collected by someone else
and which have already been passed through statistical process (Kothari,
2004). In this study, secondary data
were collected through the use of various literature dissertations, journal,
articles, magazine, books and websites to attain several resources in relation
to the subject of this study.
3.7.2.1
Documentary review
Mugenda (2003) defines documentary as a method of
collecting data by using various source which are already collected by other
people. The study used written information from published material relevance to
the study. The researcher reviewed the available documents about number of
teachers who attend in-service training, and number of in-service training
provided to teachers to improve their motivation from head of schools and
district education officer. The documents that were reviewed in this study
include reports of in-service training to the teacher in schools and reports on
the current trend of teacher’s in-service training in the district and other
files and documents.
3.8
Validity and Reliability
Joppe
(2000) as cited in Golafshani (2003) defines reliability as the
extent to which results are consistent over time and an accurate representation
of the total population under study. If the results of a study can be
reproduced under a similar methodology, then the research instrument is
considered to be reliable.
The
study used both qualitative and quantitative data in order to get the validity
and reliability of the information by undertake pre testing interview schedule
and questionnaire and also from experience gained from pilot study.
Reliability
of this study depended much on transparency, communicability and coherence of
data analysis and interpretations.
Validity is the extent to which an instrument
measures what it is supposed to measure (Fain, 2009).
That validity and reliability are two factors
which any qualitative researcher should be concerned about while designing a
study, analyzing results and judging the quality of the study (Golafshani, 2003). In order to ensure the
validity and reliability of the study, the researcher conducted a pilot study
so as to test the instruments.
3.9
Data Analysis and Presentation
According to
Kothari (2008) data analysis is the process of taking the raw data produced in
the data collection stage condenses, distill or summarize it.
Kombo and Tromp (2006) describe data analysis as the
process of examining what has been collected from the study thus, making
decisions and inferences to the
study. Data
gained through questionnaire were analyzed using Statistical Package for Social
Sciences (SPSS) software (version 23).The data gained through interviews were
analyzed through transcription into text and arranging information into
relevant themes in order to form theoretical structures which were used in
narration However, tables, figures and word description were used by the
researcher to report the findings. Therefore, the study is purely qualitative
in nature with some elements of quantitative.
3.10
Research Ethical Consideration
This is the party
concerning the legislatively determined importance of human right and the protection
of data but also as a result of an increased public concern about the limit of
inquiry (Cohen, et al. 2006). Brynard,
Hanekom and Brynad (2014) contend that research ethics relates to what is right
and wrong when conducting research.
The study applied ethical principle by
make sure that all procedures were followed. In relation to ethical principles,
a letter of permission from Stella Maris Mtwara College was required and
submitted to the District Executive Director (DED) of Mtwara district council.
This enabled the researcher to acquire a letter of introduction from the DED
that introduced a researcher to the respective places where the study was
conducted.
The researcher explained the objectives and purposes of
the study so as to ease the participant’s tension and nerves during data
collection. Thus research
ethical consideration regarding or considering the issue of confidentiality
which means any information from the respondents remained a secret and no one
allowed knowing the names of the respondents who provided the answers from the
field.Also questions asked focused to the research objectives while research
behaved according to the nature of environment.
CHAPTER FOUR
PRESENTATION OF FINDINGS
4.0 Introduction
The
chapter entails the analysis and presentation of findings from the field. The
study aimed to assess role of inservice training on improving teachers
motivation in public secondary school in
Mtwara district council. Presented findings were based on the objectives;
To examine the
contribution of in-service training on improving teachers motivation in public
secondary schools
To
investigate teachers’ perception on the importance of in-service training to
teachers’ motivations in public secondary schools
To investigate the impact
of teachers’ in-service training on improving students’ performance in public
secondary school in Mtwara district
The findings were analyzed and presented based on the
research objective. The findings presented in this chapter were collected
through questionnaire,documentary review and interview. 48 questionnaires were
distributed to teachers of secondary schools where interview done to heads of
schools and documentary review from District Education Officer(DEO).
4.1 Respondents’ Demographic Characteristics
This section
presents demographic characteristics of the respondents in terms of sex, age,
work experience and educational level, this is because the study intended to
know preliminary information of respondents.
4.1:1Demographic Information of respondents
The research
involved fifty three (53) respondents of different categories who contributed
in data collection among these 30respondents were male which is equal to 56.6
percent and 23 respondents was female which is equal to 43.4 percent.
Figure 4:1:1 Respondents according to sex
Source: field data (2017)
Figure 4:1:1 shows
number of respondents on this study; male respondents were 30 equivalents to
56.6 percent which includes 4heads of schools and 26 male teachers. And female
respondents were 23 equivalents to 43.4 percent which includes 1 DEO and 22
female secondary school teachers.
4:1:2 Respondents AgeGroup
Thirty nine (39)
which is equal 73.6 percent were the respondents of the age between 25-35 and
ten (10) respondents which is equal to 18.9 percent were the respondent of the
age between 36-45, three (3) respondents which is equal to 5.7 percent were of
the age between 46-55 and one (1) is equal to 1.9 percent was of the between
56-60.
Figure 4:1:2 Respondents age group
Source: Field data 2017
4:1:3Respondents’WorkExperience
Figure
4:1:3 shows work experience of the respondents in the study. Whereby 33
teachers equal to 62.3 percent were working between 0-5 years, 13teachers which
is equal to 24.5 percent were working between 6-10 years, 4 respondents which
is equal to 7.5 percent were working between 11-15 and 3 respondents which is
equal to 5.7 percent were working between 16 and above years.
Figure 4:1:3 Respondents work experience
Source: Field data 2017
4:1:4 Respondents’ level of education
Figure4:1:4
shows the educational level of respondents in Mtwara District Council, the
finding show that 9 respondents which is equal to 17percent were Diploma holders
and 44respondents which is equal to 83percent were Degree holders.
Figure 4:1:4 Respondents’ level of education
Source:Field Data 2017
4:2 Contribution of In-service Training on ImprovingTeachers’
Motivation
The
researcher aimed to find out teachers view on the contribution of in-service
training on improving teachers’ motivation in Mtwara district council. The
researcher interviewed four heads of schools, one District officer and 48
teachers filled in the questionnaires. The participants were provided with
questionnaire of (5) five items at the extent to the contribution of in-service
training on improving teachers’ motivation. The questionnaire involved five scales
with points; 1 disagrees, 2 strongly disagree, 3 neutral, 4 agree and 5
strongly agree. The items measured were enable teachers to obtain higher
academic and professional qualification, enable teachers to acquire more
conceptual and technical knowledge, skills and competence, enable teacher to be
adequately equipped to meet up with the new change in school system, enable
teachers to continue update their knowledge and skills and it enable
organization to become more supportive.
Table4:2:1 Distribution of the Respondents on
the Teachers Obtain Higher Academic and Professional Qualification
|
|
|||||
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Disagree |
1 |
2.1 |
2.1 |
2.1 |
|
Neutral |
2 |
4.2 |
4.2 |
6.3 |
|
|
Agree |
22 |
45.8 |
45.8 |
52.1 |
|
|
strongly Agree |
23 |
47.9 |
47.9 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: field data 2017
Table 4:2:1 shows that 1of the respondents which is equal
to 2.1percent of the respondent disagreed to the view that in-service training
enable teachers to obtain higher academic and professional qualification, 2
respondent which is equal to 4.2percent were neutral, 22 respondents which is
equal to 45.8percent of all respondents agreed and23 respondents who were equal
to 47.9percent strongly agreed with the view. The implication of these finding is that the
contribution of in-service training to teachers is to enable teacher to obtain
higher academic and professional qualification.
Table 4:2:2 Teachers to Acquire More Conceptual
and Technical Knowledge, Skills and Competence.
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Disagree |
1 |
2.1 |
2.1 |
2.1 |
|
Neutral |
2 |
4.2 |
4.2 |
6.3 |
|
|
Agree |
18 |
37.5 |
37.5 |
43.8 |
|
|
strongly Agree |
27 |
56.3 |
56.3 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: field data 2017
Table
4:2:2 shows that1 respondent which is equal to 2.1percent disagreed with the
fact that the contribution of in-service training enable teachers to acquire
more conceptual and technical knowledge, skills and competence, 2 respondents
which is equal to 4.2percent were neutral, 18 respondents which are equal to
37.5percent agreed with the view and 27 respondent which are equal to 56.3percent
strongly agreed that in-service training enable teacher to acquire more
conceptual and technical knowledge , skills and competence.
Table 4:2:3 Teachers Adequately Equipped to
Meet Up With the New Changes in School System
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Neutral |
6 |
12.5 |
12.5 |
12.5 |
|
Agree |
23 |
47.9 |
47.9 |
60.4 |
|
|
strongly Agree |
19 |
39.6 |
39.6 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: field data 2017
Table4:2:3
shows that in-service training helps teachers to be adequately equipped in meet
up with the new changes in school system of 21 century. 6 respondents which is
equal to 12.5 percent of the respondents were neutral, 23 respondents which is
equal to 47.9percentof the respondents Agreed and 19 respondents which is equal
to 39.6percentof the respondents strongly agreed with the fact.
Therefore
the evident from the responses obtained that in-service training contribute
much to teachers on obtaining adequate equipment to meet up with new chance of
science and technology world of today.
Table 4:2:4 Teachers to Continue Update their
Knowledge and Skills
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Strongly Disagree |
1 |
2.1 |
2.1 |
2.1 |
|
Neutral |
5 |
10.4 |
10.4 |
12.5 |
|
|
Agree |
24 |
50.0 |
50.0 |
62.5 |
|
|
strongly Agree |
18 |
37.5 |
37.5 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
Table 4:2:4
showthat in-service training helps teachers to continue update or sharpening
their knowledge and skills. In this
table the data shows that 1 which is equal to 2.1 percent of respondents
strongly Disagreed, 5 respondents which is equal to 10.4percentof respondents were
Neutral, 18 respondents which is equal to 37.5percentstrongly agreed and 24
respondents which is equal to 50percentAgreed to the view.
Table 4:2:5 Organization become more
supportive
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Neutral |
4 |
8.3 |
8.3 |
8.3 |
|
Agree |
31 |
64.6 |
64.6 |
72.9 |
|
|
strongly Agree |
13 |
27.1 |
27.1 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
Table
4:2:5 shows the responses of the respondent on the question that in-service
training contribute on making teachers in
an organization such as schools to be more supportive to each others. 4
respondents which is equal to 8.3percentwere Neutral, 13 respondents which are
equal to 27.1percentstrongly agreed and 31 respondents which are equal to 64.6percentAgreed
with the statement. Therefore according to evidence from the respondents
response implies that in-service training contribute much on organization to be
supportive to each other.
Interviews
were held with heads of schools and DEO to get information on the objective
which focused on assessing contribution of in-service training on improving teachers’
motivation. They respond as follows.
One of
the Heads of schools argued that;
“In-service
training is the training provided to staff at work so as to improve theirknowledge,
enhances teaching and learning materials and improving teaching methods….”
Another Head of school emphasized that;
“Teacher
can have better salary, teaching and learning materials, conducive environment
for teaching and learning process but that is not the only motivation they
want, they also wantin-service training because it have many contribution to
them, it help teachers to update their knowledge, to acquire new teaching method, promote
cooperation between teachers and enable teachers to do their work effectively”.
On the same theme another Head of school added that:
“There
is large number of teachers in public secondary schools but very few teachers
attended in-service training with cause many teachers to lack confidence,
competence and demoralize their motivation toward their work.”
Another Head of school said that:
“In-service training is the education
provided to teachers to help them to do their work effectively. Teachers’
motivation depends on the knowledge they have, skills, competence and
confidence of teachers which is always supported by in-service training to
them.”
During interview, the DEOemphasized that:
“Every
teacher needs in-service training for different purpose so as to motivate them
some they requires in-service, training because it contributes them with income
were teachers were paid money for accommodations, food and fare. Some require
so as gaining new knowledge and skills. Others for exposure because during the
program different teachers from different place attended with create
interaction between teachers and enhance new ideas”.
4:3 Teachers’ Perception on the Importanceof
In-service Training to
Teachers’Motivations
in PublicSecondary Schools
In the
second objective, the researcher aimed to assess the perception of teachers on
the importance of in-service training to teachers’ motivation in Mtwara
District Council. The researcher interviewed 4 heads of schools, 48 teachers
fills the questionnaire and interviewed academic educational officer. They were
provided with a questionnaire of four items that intended to look on the
perception of teachers on the importance of in-service training to teachers’
motivation. The questionnaire involved five pointscales with options; 1
disagrees, 2 strongly disagree, 3 neutral, 4 agree and 5 strongly agree. The
items measures were in-service training increase teachers’ competence, increase
teachers’ effectiveness, increase teachers’ productivity and improve teaching
and learning activity in school.
Table 4:3:1 Increase teachers’ competence
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Neutral |
1 |
2.1 |
2.1 |
2.1 |
|
Agree |
16 |
33.3 |
33.3 |
35.4 |
|
|
strongly Agree |
31 |
64.6 |
64.6 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
In
table4:3:1 reveal that 1 respondent which is equivalent to 2.1percentwas
neutral to the statement that, in-service training increase teachers’
competence while 16 respondents which is equivalent to 33.3percentAgreed with
the statement and 31 respondents which equal to 64.6percentstrongly agreed with
statement that in-service training is importance to teachers because it increases
teachers’ competence.
Table 4:3:2 Increase Teachers’ Effectiveness
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Disagree |
1 |
2.1 |
2.1 |
2.1 |
|
Strongly Disagree |
1 |
2.1 |
2.1 |
4.2 |
|
|
Neutral |
2 |
4.2 |
4.2 |
8.3 |
|
|
Agree |
22 |
45.8 |
45.8 |
54.2 |
|
|
strongly Agree |
22 |
45.8 |
45.8 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
The
data in table 4:3:2 reveal that 1 respondent which is equivalent to 2.1percentdisagreed
with the statement in-service training increase teachers effectiveness, 1
respondent which is equivalent to 2.1percentof the respondent strongly disagreed
with the statement, while 2 respondents which is equivalent to 4.2percentof the
respondent were neutral, 22 respondents 45.8percentof the respondents Agreed
with the statement and 22 respondents which is equal to 45.8 percent strongly
agreed with statement that in-service training increase teachers effectiveness.
Table 4:3:3 Increase Teachers’ Productivity
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Disagree |
1 |
2.1 |
2.1 |
2.1 |
|
Neutral |
4 |
8.3 |
8.3 |
10.4 |
|
|
Agree |
28 |
58.3 |
58.3 |
68.8 |
|
|
strongly Agree |
15 |
31.3 |
31.3 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
Table
4:3:3 the reveal that1 respondent which is equal to 2.1percentdisagreed with`
which
s equal to 8.3percentof the respondents were Neutral, 28 respondents which is
equal to 58.3 percent of the respondents agreed and 15 respondents which is
equal to 31percentstrongly agreed with the fact that in-service training is
very importance to teachers because it increase productivity.
|
Table 4:3:4 improving teaching and learning
activities in schools |
|||||
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Neutral |
4 |
8.3 |
8.3 |
8.3 |
|
Agree |
27 |
56.3 |
56.3 |
64.6 |
|
|
strongly Agree |
17 |
35.4 |
35.4 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
In the
table 4:3:4 reveal that 4 respondents which is equal to 8.3percentwere neutral to
the statement that in-service training improve teaching and learning activities
in school, 17 respondent which s equal to 35.4percentof the respondents
strongly agreed, and 27 respondents which is equal to 56.3percentof the
respondents agreed with the statement that in-service improves teaching and
learning activities in schools.
According
to interviewsconducted to headsof schools and District Education Officer on the
statement that teachers'perception on in-service training to improve their
motivation. They responded as follows:
DEO
argued that,
“Teachers
they have different perception on the importance of in-service training with
different purpose, some they perceive in-service training as nothing and others
perceive in-service training is importance because it increase teachers’
effectiveness and productivity as the result of motivation to teachers which
enhance good performance to students.”
One of the heads of schools reported that:
“Teachers need in-service training with
different purpose, some earning money and some for gaining skills. I am not
able to teach using the new syllabus as I am not familiar with Competence Based
Curriculum; and some of my teachers are also complaining of lack of training,
but I fail to support them well because the district does not give priority to
this aspect resulting into students’ failure……
And when interviewed another Head of school argued that:
“In real sense in-service training increase
efficiency of work but teachers have wrong notion toward in-service training
their after money and not skills.”
On the same theme another Head of schooladded that:
“In-service
training helps teachers to interact with others and change ideas but the
instructors act as if they know everything and teachers taken as they know nothing
and they have nothing to share. They are there just to listen only not all
in-service training but some of them”.
Another Head of school said that:
“Some of program provided to teachers do not
match with the world of today, they use outdated methods of teaching to train.
Most of them do not add new knowledge or competence to teachers”.
Most of the heads of schools reported that:
We
are waiting for the training so that we can be able to teach using the new
syllabus. If we are not provided with training, we will continue teaching using
the outdated syllabus because seminars and workshops based on new curriculum
are less emphasized by the government, so we cannot teach out of syllabus
because we are not so competent……..
4:4 The Impact of Teachers’ In-service
Training on Improving Students’ Performance in Public Secondary School in
Mtwara District
The third objective
of the study aimed to investigate the impact of teachers’ in-service training
on improving students’ performance of public secondary school in Mtwara
district. During the data collection 53 respondents used were categorized as
follows; 48 were teachers filled questionnaires, 4 were heads of schools and
one DEO was interviewed.
They were provided with a questionnaire of
four items that intended to look on the impact of teachers’ in-service training
on improving students’ performance. The questionnaire involved five point
scales with options; 1 disagree, 2 strongly disagree, 3 neutral, 4 Agree, and 5
strongly agree. The items measures were the impact of in-service training to
students is to improve students’ performance, promote good relationship between
teachers and students, promote good relationship between teachers and students
and improve confidence and overall performance in curriculum delivery, as
follows
4:4:1 Improve students’ performance
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Strongly Disagree |
1 |
2.1 |
2.1 |
2.1 |
|
Neutral |
4 |
8.3 |
8.3 |
10.4 |
|
|
Agree |
22 |
45.8 |
45.8 |
56.3 |
|
|
strongly Agree |
21 |
43.8 |
43.8 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
The
data in table 4:4:1 reveal that 1 respondent which is equivalent to 2.1 percent
strongly disagreed with the statement that the impact of teachers in-service
training to students performance is to improve students’ performance, 4respondents
which is equivalent to 8.3percentof the respondent were neutral to the
statement, while 22 respondents which is equivalent to 45.8percentof the respondent
agreed and 21respondents which is equivalent to 43.8percentof the respondents strongly
Agreed with the statement.
4:4:2
promote good relationship between teachers and students
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Neutral |
1 |
2.1 |
2.1 |
2.1 |
|
Agree |
22 |
45.8 |
45.8 |
47.9 |
|
|
strongly Agree |
25 |
52.1 |
52.1 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
The
data in table 4:4:2 reveal that 1 respondent which is equivalent to 2.1percentwere
neutral to the statement in-service training the impact of teachers in-service
training to students performance is to promote good relationship between
teachers and students, 22 respondents which is equivalent to 45.8percentof the
respondents Agreed with the statement and 25respondents which is equal to 52.1percentstrongly
agreed.
Respondents’
response implies that teacher’s in-service training as impacts of promoting
good relationship between teachers and students.
4:4:3 Improving
confidence and overall performance in curriculum delivery
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Neutral |
9 |
18.8 |
18.8 |
18.8 |
|
Agree |
21 |
43.8 |
43.8 |
62.5 |
|
|
strongly Agree |
18 |
37.5 |
37.5 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
The data
in table 4:4:3 reveal that 48 respondent responded on the statement in-service
training improving confidence and overall performance in curriculum delivery where;
9 respondents which is equal to 18.8percentof the respondent were neutral to
the statement, while 21 respondents which is equal to 43.8percentof the respondent
agreed with the statement and 18 respondents which is equal to 37.5percentstrongly
agreed with the statement.
4:4:4
Attitude toward teaching change and become better
|
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
|
|
Valid |
Disagree |
1 |
2.1 |
2.1 |
2.1 |
|
Strongly
Disagree |
1 |
2.1 |
2.1 |
4.2 |
|
|
Neutral |
7 |
14.6 |
14.6 |
18.8 |
|
|
Agree |
24 |
50.0 |
50.0 |
68.8 |
|
|
strongly
Agree |
15 |
31.3 |
31.3 |
100.0 |
|
|
Total |
48 |
100.0 |
100.0 |
|
|
Source: Field data 2017
The
table 4:4:4 reveal that 1 respondent which is equivalent to 2.1percentdisagreed
with the statement in-service training promote change attitude toward teaching
and become better, 1 respondent which is equivalent to 2.1percentof the
respondent strongly disagreed with the statement, while 7 respondents which is
equivalent to 14.6percentof the respondent were neutral, 24 respondents 50percentof
the respondents Agreed with the statement and 15 respondents which is equal to
31.3percentstrongly agreed with statement that teachers in-service training as
the direct impact to student performance because it promoteteaching attitude
change and become better.
On the interview one
of the heads of schools argued that:
“He
perceive that in-service training have bigger impact to teachers on improving
students performance, because it made difference between teachers who attend
in-service training and those who are not attend, in-service training help them
to update their knowledge and skills and add new knowledge but the knowledge
they gain was not real applicable in their environment because of inadequate
teaching and learning material, lack conducive environment for teaching”.
Another Head of school added that:
“Sometimes
the impact of in-service is not seen in real situation because it can pass
three to five years without any training provided to teacher. And when it
happened only few teachers can attend.”
On the same theme another Head of school said that;
“Due to the teachers’ lack of motivation,
some teachers attend in-service and the knowledge they get remains in their
head and not uses it to improve students’ performance.”
Another Head of school emphasized that:
“There is positive effect for teachers who
acquire in-service training and student performance”
DEO argued that
“In-service training is among the factor of
improving teaching methodologies, and implements new knowledge to teachers and
finally improve student performance. At the beginning biology paper two was
done in theory which lead many students to fail through in-service training
teachers teach their students to do biology paper to practical and improve the
performance of students”
CHAPTER FIVE
DISCUSSION OF FINDINGS
5.0 Introduction
The
chapter deal with the discussion of the findings from the field. The study
aimed to assess role of inservice training on improving teachers motivation in
public secondary school in Mtwara
district council. Presented findings are based on the objectives of the study
To examine the contribution of in-service training on
improving teachers motivation in public secondary schools
To investigate
teachers’ perception on the importance of in-service training to teachers’
motivations in public secondary schools
To investigate the
impact of teachers’ in-service training on improving students’ performance on
public secondary school in Mtwara district
The
findings have been discussed based on the research objectives and data obtained
through questionnaire, interview and documentary review. The data were
presented in chapter four.
5.1Contribution of In-service Training on
Improving Teachers’ Motivation
The results obtained through questionnaire as
presented in table 4:2:1 reveal that45respondentswhich is equivalent to 95.7
percent agreed that in-service training contribute to teachers on obtaining
higher academic and professional qualification, while 2 respondents which is
equal to 4.2 percent were neutral
meaning that they were not sure that in-service training contribute to teachers
on obtaining higher academic and professional
development and 1 of the respondent which
is equivalent to 2.1 percent disagreed to the view that in-service training
enable teachers to obtain higher academic and professional qualification.
Akinbode(1996) found out that teachers have
to attend in-service training because it enable them to obtain higher academic
and professional qualification in order to improve their positions in the
school system, it increase teachers education capacity and it develop teachers
professionally, and this result into good position in their work.
Malgas (2003), highlights on, on-going staff
development and in-service training as among the characteristics of effective
schools. Thus, teachers motivational factors is about ongoing professional
growth and support which can be done through making sure that teachers attend
enough seminars and workshops based on curriculum changes to be more competent
in performing their duties.
In the table 4:2:2 reveals that the results
from both questionnaire and interviews show that, 18respondents which is equal
to 37.5 percent agreed with the view and 27respondents equivalent to 56.3
percent strongly agreed that in-service training enable teacher to acquire more
conceptual and technical knowledge, skills and competence while only 2 respondents
equivalent to 4.2 percent wereneutral because they were not sure that
in-service training enable teachers to acquire more conceptual and technical
knowledge, skills and competence whereas1 respondent which is equal to 2.1
percent disagreed with the statement. According to Binde (2012), two forces
appear to motivate teachers towards professional development activities. These
include personal inspiration/motivation
and organizational demand (a
school, university, college).
Personal motivation for in-service training can be
associated with a number of motives: First, the need for personal capacity
development in order to cope up with the demand of knowledge and skills
required to teach certain topics the second motive is related to personal needs
for career growth. Third, often teachers are driven by the need for promotion
in institutions where promotion is based on certain criteria for example
attending an in-service training programme. Fourthly, at system level, it is a
common experience that institutions encourage in-service training as an
opportunity to cope up with innovations and to avoid reacting to educational
events-preparedness, constantly acting on and shaping the teaching and learning
environment in our institutions of higher learning (Mbwambo, 2005).
Amadi and Promise(2013) once argued that
in-service training of teachers accelerate academic relationship among peers in
similar area of specialization, teachers idea are shifted towards increasing
knowledge, skills and technical rationality and orientating of teachers’ focus
for attainment of high quality of academic performance.
Craig
et al. (1998) who contend that, to have good school performance, heads of
schools and teachers need to be actively involved in the change process. It was
also found that teachers and heads of schools in good performing schools were
well motivated and had succeeded in raising students’ performance as they used
to invite school inspectors as well as teachers who attended a seminar or
workshop to orient their teachers, and send few representatives whenever
needed; upon return, the representatives shared the acquired knowledge and
skills with those they represented. In addition, they reported that they had
used their own efforts to invite the TIE official and school inspectors to
familiarize them on competence based curriculum. This was evident when heads of
schools were asked on how they ensured students’ performance in case they
failed to monitor teaching and learning process.
Table
4:2:3 result shows that 23 respondents which is equal to 47.9 percent of the
respondents Agreed and 19 respondent which is equal to 39.6 percent of the
respondents strongly Agreed with the fact that in-service training help
teachers to be adequately equipped in meet up with the new changes in school
system of 21 century while 6 respondents which is equal to 12.5 percent of the
respondents were neutral because they are not sure that in-service training help
teachers to be adequately equipped to meet up with the new change in school
system.
Therefore
the evident from the responses obtained that in-service training contribute
much to teachers on obtaining adequate equipment to meet up with new chance of
science and technology world of today.Mlakiet
al (2011) who argued that the schools were still using the curricula
revised in 2005 which were content based due to lack of training on using the
competence based curricula. Furthermore, the significance of in-service
training was realized as heads of schools acknowledged the importance of
in-service training in order to cope with various curriculum changes and
reforms. Akinbode (1996) argued that in-service enable teachers to be promoted
to a better position than before and to be adequately equipped to meet up with
the new changes in the school system in 21st century.
The
table 4:2:4 revealed that 18of respondents which is equivalent to 37.5 percent strongly
agreed and 24respondentsequivalent to 50 percent Agreed that in-service
training to teachers is to help them continue update their knowledge and
skills. 1of respondents equivalent to 2.1 percent strongly Disagreed with the
statement while, 5of respondents equivalent to 10.4 percent were Neutral
because they were not sure if in-service training can help teacher to update
their knowledge. In-service training is one among the contribution on improving
teachers’ motivation. Heads of schools in Mtwara district believe that in-service
training is the cornerstone of professional development because it updates
teachers knowledge as the result to master there subject and good performance
to students.
The
table4:2:5 show that 13 respondents which is equal to 27.1 percent strongly
agreed and 31 respondents which are equal to 64.6 percent Agreed with the
statement that responses in-service training contribute on making teachers in an organization such as schools
to be more supportive to each others. 4 respondents which is equal to 8.3
percent were Neutral, Therefore according to evidence from the respondents
response implies that in-service training contribute much on organization to be
supportive to each other.
Kombo
(2012) who posits that lack of training to heads of schools and teachers when
the new curriculum is introduced contributed much to de-motivation of teachers
resulting into poor students’ performance in their form four national
examination in 2011. In addition, Creiget al. (1998) assert that, high
students’ academic performance will not be realized if teachers are not well
prepared for changes. Thus, lack of training was found to influence students’
performance negatively as teachers and heads of schools lacked essential skills
and knowledge to ensure that their schools were performing well. For example,
through documentary review, it was found out that most of the schools were
using the outdated syllabuses due to limited training to cope with changes in curriculum
in equipping students with the required knowledge and skills.
5.2 Teachers’ Perception on the Importance of
In-service Training in Motivating Teachers
In the table 4:3:1:reveal
that 16respondentsequivalent to 33.3 percentAgreedand 31 respondents which
equal to 64.6 percent strongly agreed with statement that in-service training
is importance to teachers because it increases teachers’ competence while 1 of
the respondents which is equivalent to 2.1 percent was neutral with the
statement because he or she is not sure if in-service training increase
competence teachers. These finding concur with the previous study done by
Federal Republic of Nigeria (2004) ho found out that According to Federal
Republic of Nigeria (2004) Technical and Vocation Education Training comment
that in-service training to teachers enhances teachers’ competence, teacher may
have ability to master something during teaching and learning process. Training
increases competence both mental and physical as equipment for the individual
to live in and contribute to the development of his society.Karabenick and Conley (2011) argued that unlike current findings,
teachers wanted to participate in professional development so as to improve
their subject-matter knowledge, enjoy and make fun, enhance their career, while
not demanding too much time and effort. Teachers reported a preference for
professional development when other teachers in their school were participating
and when their principal encouraged them to participate. It was logical to
argue that teacher professional development motivation revealed in this study
relates to all of these professional development characteristics.
The
finding from the study revealed that in-service training increase teachers effectiveness.
This finding reviled that 22 respondents which is equal to 45.8 percent of the
respondents Agreed whereas 22 respondents which is equal to 45.8percent
strongly agreed with statement while 1
respondent which equate to 2.1 percent disagreed and 1 respondent which is equal to 2.1 percent of the
respondents strongly disagreed with the statement with the statement in-service
training increase teachers effectiveness whereby 2 respondents which is equal
to 4.2 percent of the respondents were neutral because they don’t know if in-service training increase teachers
effectiveness or not. The result from
both questionnaire and interview on whether in-service training increase
teachers effectiveness which concur with the study that done by Rahman(2011)
in-service training goes with improving
with the passage of time by gaining experience and throughout the life span of a teachers. It is
a means to achieve educational change growth and qualification of an employee e.g.
reading educational generals, participating workshop, seminar, conference and
visits to educational institutions that give the employee a sense of security
and a feeling of self confidence which leading to the improvement of their
professional effectiveness and Goldhaber and Brewer (2000), posited that the
major goal of in-service education is continuous improvement of the teachers
performance, effectiveness and efficiency in classroom related activity.
The finding from
the study revealed that in-service training increase teachers productivity, on
data from table4:3:3 reveal that, 28 respondents which is equal to 58.3 percent
of the respondents agreed and 15 respondents which is equal to 31 percent
strongly agreed with the fact that in-service training is very importance to
teachers because it increase productivity and 1 respondent which is equal to
2.1 percent disagreed the statement while 4 respondents which s equal to 8.3
percent of the respondents were neutralto the statement that in-service
training increase teacher’s productivity.
The results both from questionnaire and interview revealed that in-service
training increase teachers productivity concur with Wayne and Young (2003)
found that promoting teachers’ quality through in-service education is the key
element in improving productivity among teachers in both primary and secondary
schools. Also agreed with Steward and Hart (2005) when they postulated that
through in-service training teachers become responsible for their own
growth, effectiveness and productivity ,
and they therefore become more sensitive, insightful, open to more options and
less frightened to innovation and changes.
Finding
from the study reveal that in-service training improve teaching and learning
activities in schools. In the table
4:3:4 reveal that17 respondents which is equal to 35.4 percent strongly agreed,
and 27 respondents which is equal to 56.3 percent agreed with the statement
that in-service improves teaching and learning activities in schools while 4
respondents which is equal to 8.3 percent were neutral to the statement because
they are not sure if in-service training improve teaching and learning activities
in school. According to Davis and Davis (1998) argued that teachers training
program is a process through which skills are developed, information is
provided and attitudes are nurtured in order to help teachers to be more
efficient in their work. Thus training comes in s a solution to the lack of
performance of the teachers or when there is need to effect change in the way
things have been done (Mathekga, 2014). In service training program are vital
importance to teachers and to governments to pass on the latest innovations in
teaching methods, strategies and new curricula (David, 2011).
Teachers
In-service training is very important that is why the ministry give high
priority to the professional development of the teacher by developing various
programmes for teachers professional development like STEP (Student Teachers
Enrichment Program) that every district or municipal must practice to develop
teachers. Teachers perceive teachers in-service training positively, teachers
in Mtwara district council identifies that teachers in-service training is
important both to their professional and to their work practice. District educational
officer of the district explained they know the importance of in-service
training and they believe on the in-service training hence every year they
develop their teachers every year. The in-service training improves teachers’
abilities and the required teaching competencies such as mastering of subject
matter, knowledge and skills in classroom management and creativity in lesson
presentation. All these influence teachers’ motivation as the result of
students’ academic performance. Therefore teachers should be provided with
in-service training to improve their competencies in teaching in order to
improve their motivation.
5.3 Impacts of Teachers’ In-service Training
on Improving Students’ Performance of Public Secondary School in Mtwara District.
The finding from the study revealed that one
among the impacts of teachers’ in-service training to student performance is to
improve students’ performance especially on academic purpose.The data in table
4:4:1 reveal that 22 respondents which is equal to 45.8 percent of the
respondent agreed and 21 respondents which is equal to 43.8 percent of the
respondents strongly Agreed with the statement that teachers in-service
training to students performance is to improve students’ performance while 1
respondent which is equivalent to 2.1 percent strongly disagreed with, and 4
respondent which equate to 8.3 percent of the respondent were neutral with the
statement. This statement positively supported by Galabawa(2001) who points out
that the academic performance of students in schools is very much dependent
upon the teachers who are the main instrument for bringing improvement in
learning. Teachers who provided with effective instructional often registered
to high academic achievement on the part of their students, because training
motivates them by boosting their skills and to be competent on their subject. According
to Hough et al (2005) who argue that
ensuring that all heads of schools and teachers were adequately prepared,
matched to their teaching assignment, and supported in their work were
important in making teachers motivated hence improving students’ performance.
School leaders and teachers need opportunities to participate in high-quality
professional learning. The authors further argue that, teachers’ motivation, as
well, is becoming important in this era of rethinking what schools do and how
they do it. Thus, heads of schools and teachers need adequate training and
supportive policies to become good in focusing more clearly on teaching,
learning and the needs and interests of students.
The
data in table 4:4:2 reveal that, 22 respondents which is equal to 45.8 percent
of the respondents Agreed with the statement and 25 respondents which is equal
to 52.1 percent strongly agreed with the statement that teachers in-service
training promote good relationship
between teachers and students while 1 respondent which is equivalent to 2.1 percent of
respondents were neutral onwhether or not teachers in-service training promote
good relationship between teachers and students, moreover none of the respondents which is equal to 0 percent
disagreed with the statement that teachers in-service training promote good relationship between teachers and
students. The results from both
questionnaire and interview on whether teachers in-service training promote good relationship between teachers
and students concur with the study of Nyakundi, (2012) argued that teachers who
attend in-service trainings on special education programs, it help then to
change their attitude towards teaching
such that they could handle the students’ better, and manage them effectively and trainings them on better teaching methods,
help in curriculum delivery which improved the performance of students. This response from respondents implies that
teacher’s in-service training as impacts of promoting good relationship between
teachers and students.
The data in table
4:4:3 reveal that teachers’ in-service training improves confidence and overall
performance in curriculum delivery. The finding shows that 21 respondents which
is equal to 43.8 percent of the respondents agreed with the statement and 18
respondents which is equal to 37.5 percent strongly agreed with the statement
that teachers’ in-service training improves confidence and overall performance
in curriculum delivery while 9 respondents equivalent to 18.8 percentof the
respondent were neutral on whether or not teachers’ in-service training
improves confidence and overall performance in curriculum delivery. The finding
from both questionnaire and interview done to teachers, heads of schools and
DEO concur with the study byOECD (2005)
as cited by Nyakundi (2012) reveals that the ways by which in-service training
affects teachers’ motivation; through in-service training to teachers, teaching
skills were shaped, they learned new methods of teaching and a good rewards
system makes teachers satisfied and realize that their work is appreciated. Consequently
improves their job satisfaction as the result to improve students’ performance.
The
findings of the study shows that teachers’ in-service training promotes attitude
change toward teaching and become better. Table 4:4:4 reveal that 24 respondents
which is equal to 50 percent of the respondents Agreed, 15 respondents which is
equal to 31.3 percent were strongly agreed with statement that teachers’
in-service training as the direct impact to students performance while 1 respondent
which is equal to 2.1 percent disagreed, 1 respondent equivalent to 2.1 percent
of the respondents strongly disagreed with the statement, while 7 respondents equated
to 14.6 percent of the respondent were neutral whether or not teachers ‘in-service
training promotes attitude change toward
teaching and become better. According to
the interview done to heads of schools they passive in-service training in
positive way to improve teachers attitude of teaching as the results of good
students performancebecausethrough training teacher may acquire new teaching
methods (pedagogies), improve their knowledge and skills, confidence and
effectiveness as the results of better students performance academically and
socially.
CHAPTER SIX
SUMMARY, CONCLUSSIONS AND RECOMMENDATIONS
6.1 Introduction
This chapter presents summary, conclusions and recommendations. It is
divided into three sections. First section presents a summary of findings of
the current study, the second section about conclusion of the study and the
last one about recommendation of the study.
6.2 Summary
6.2.1 Summary of the Study
This study aimed to
assess on the roles of in-service trainings on improving teacher’s motivation
among public secondary schools in Mtwara District Council. The specific
objectives were;to examine the contribution of in-service training on improving
teachers’ motivation, to investigate teachers’ perception on the importance of
in-service training teachers’ motivation in public secondary schools and to
investigate on the impact of teachers’ in-service training on improving
students’ performance. This study reviewed varieties of literature related to
the role of in-service training on improving teachers’ motivation.
Specifically, the study reviewed theories of motivation and elaborate the way
in-service training to teachers influence their motivation in public secondary
schools. The theories reviewed were Maslow’s theory of hierarchy of Human Needs
The study employed cross-sectional design whereby both qualitative and
quantitative research approaches were the major sources of data collection and
analyses.
The sample of the
study comprised 53 namely as; 48 were secondary school teachers and 4 were
heads of schools from four secondary schools namely asKisiwa secondary, Ndumbwe
secondary, Ziwani secondary school and Mustapha Sabodo secondary school, and
District Education Officer (DEO). The methods of data collection were
questionnaire, interview and documentary review.Simple random sampling and
purposive sampling were used to gain the sample of this study. The data
collected through questionnaires were analyzed using Statistical Package for
Social Science (SPSS) software version 23 while, the data gained through
documentary review and interviews were analyzed using content analyses.
6.2.2 Summary of the Findings
Basing on the research objectives, the following are the major findings
of this study:
Under
the objective one which focus on examining the contribution of in-service
training on improving teachers’ motivation, the study reveal that most of the teachers were not given in service
training so as to do better job, also during the interview heads of school
comments that due to the adequate
training teachers were discouraged with their work. The finding shows that
provision of in-service training enable teachers to obtain higher academic and
professional qualification, enable teachers to acquire more conceptual and
technical knowledge, skills and competence, enable teacher to be adequately
equipped to meet up with the new change in school system, enable teachers to
continue update their knowledge and skills and it enable organization to become
more supportive.
The second
objective which is on investigating teachers’ perception on the importance of
in-service training teachers’ motivation in public secondary schools,
in-service training basing on the curriculum change, new teaching methodologies,
and new pedagogies, the findings showed
that there were frequent changes of curriculum with no provision of training to
teachers who are the main implementers of that curriculum this reduce
motivation of teachers on doing their work. The findings from teachers reveal
that in-service training is very important to teachers because it increase
teachers’ competence, increase teachers’ effectiveness, and increase teachers’
productivity and improve teaching and learning activity
And the third
objective wason investigating the impact of teachers’ in-service training on
improving students’ performance. Teachers
are the vital figure on improving student performance because they are
implementer of curriculum development and core stone of the success of every
student in an organization. The study reveal that teachers in-service
training has the direct impact on
students academic and social performance, because when a teachers receive
in-service training can help him or her to be familiar with everything around
and enhance them to become better to
their students, and enhance students performance to increase.
6.3 Conclusions
Generally, the
finding of the study revealed that respondents perceive positive on the role of
in-service training to improve teachers’ motivation in public secondary
schools, Mtwara district council. Based on the major findings of this study,
the following conclusions were drawn:
Concerning
contribution of in-service training on improving teachers motivation, the
finding revealed that teachers need in-service training because it help
teachers to obtain higher academic and professional qualification, enable
teachers to acquire more conceptual and technical knowledge, skills and
competence, enable teacher to be adequately equipped to meet up with the new
change in school system, enable teachers to continue update their knowledge and
skills and it enable organization to become more supportive.
Concerning
teachers’ perceptions on the importance of in-service training to teachers’
motivations reveals that teachers have different perceptions concerning the
importance of in-service training to
teachers motivation because it training increase teachers’ competence, increase
teachers’ effectiveness, increase teachers’ productivity and improve teaching
and learning activity in school.
Concerning
the impacts of teachers’ in-service training on improving students’ performance
in public secondary schools, the study came up with a number of results. There are several impacts of teachers
in-service training to students’ performance such as to improve students’
performance, promote good relationship between teachers and students, promote
good relationship between teachers and students and improve confidence and
overall performance in curriculum delivery.
6:4Recommendation
6:4:1 Recommendation
for Actions
Quality
education depend on the teachers performance, competence to the certain subject
and effectiveness and availability of teaching and learning materials,
therefore Government should make sure they provide many in-service training
programs to all teachers both from primary to secondary schools so as to update
teachers’ knowledge, to add new skills and increase the effectiveness of their
work.
Students
need qualified teachers to teach them effectively and perform better; teacher
who is satisfied with his or herneeds will real do better their job. SoGovernment should make sure that the
training provided to teachers satisfyheir needs and enhance students’
performance.
Government
should make sure training provided to teacher well-matched with the current situation.
6:4:2Recommendation
for Further Studies
The study has
concentrated in one district of the Mtwara district in Mtwara Region. Thus
there is a need to carry out a similar study in other parts of the country
since there are geographical differences in the country, what is applied in
Mtwara and specifically in Mtwara district council cannot be applied elsewhere.
Also, the similar
study should be carried out in private schools since this study has concentrated
in public secondary schools because these schools are not of the same level.
A similar study
also should be carried out at tertiary level. This is because in-service
training is very important for the teachers from the lowest level of education
that is primary to secondary level but also in colleges and universities.
Furthermore,
a similar study should be conducted in other sectors not only in the education
sector. This is because it has been found out that the role ofin-service training
on improving employees’motivation in the world today.
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APPENDIX
I
QUESTIONAIRE GUIDE FOR TEACHERS
My name is Queen V.
Komba. I am a student of the Stella Maris Mtwara University College. I am
conducting a study about the role of
in-service training on improving teachers’ motivation in public secondary
schools. The aim of my study is to fulfill the requirements of academic
needs. I request you to respond to questions that you will be given. Note, your
responses will be kept confidential and that your name will not be mentioned or
appear in any part of this study.
A.
Personal Information
|
25-35 Years |
|
|
36-45 Years |
|
|
46-55 Years |
|
|
56-60 Years |
|
1.
Age
2. Gender
Male ( ), Female ( )
3. Experience
For how long have
you been working in a teaching profession?
0-5 years ( ) 6-10 years ( ) 11-15 years, 16 years and above ( ).
4. Education level
What is your education level? (Tick
appropriately)
|
Certificate |
|
|
Diploma
|
|
|
Degree
|
|
B. Please indicate whether you agree or
disagree with the following statement scale:
KEY:
5- Strongly
Agree= SA, 4- Agree= A, 3- Neutral= N, 2- Strongly Disagree= SD, 1- Disagree= D
|
S/N |
ITEM |
SA |
A |
N |
SD |
D |
|
|
Contribution of in-service training on
improving teachers morale |
|
|
|
|
|
|
1 |
It
enable teacher to obtain higher academic and professional qualification |
|
|
|
|
|
|
2 |
Teachers
to acquire more conceptual and technical knowledge, skills and competence. |
|
|
|
|
|
|
3 |
Enable
teachers to be adequately equipped to meet up with the new changes in the
school system in 21st century. |
|
|
|
|
|
|
4 5 |
It
enable teacher to continue update their knowledge and skills Organization
become more supportive |
|
|
|
|
|
|
|
Teachers’ perception on in-service training
to improve teachers motivation needs |
|
|
|
|
|
|
1 |
Increase
teachers competence |
|
|
|
|
|
|
2 |
Increase
teachers effectiveness |
|
|
|
|
|
|
3 |
Increase
teachers productivity |
|
|
|
|
|
|
4 |
Improving
teachers would improve the teaching and learning in school |
|
|
|
|
|
|
|
The impact of teachers in-service training
on improving student’s performance on public secondary schools |
|
|
|
|
|
|
1 |
Increase
students’ performance |
|
|
|
|
|
|
2 |
Good
relationship between teachers and students through guidance and counseling |
|
|
|
|
|
|
3 |
Improve
confidence and overall performance in curriculum delivery |
|
|
|
|
|
|
4 |
Attitude
toward teaching change and become better |
|
|
|
|
|
Thank
you for your cooperation
APPENDIX II
INTERVIEW
GUIDE FOR DEO
My name is Queen V.
Komba. I am a student of the Stella Maris Mtwara University College. I am
conducting a study about the role of
in-service training on improving teachers’ motivation in public secondary
schools. The aim of my study is to fulfill the requirements of academic
needs. I request you to respond to questions that you will be given. Note, your
responses will be kept confidential and that your name will not be mentioned or
appear in any part of this study.
1.
What is
in-service training?
.............................................................................................................................................................................................................................................................................................................................................
2. How in-service training contributes on improving
teachers’ motivation?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. What are the perceptions on in-service
training to teachers?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. How do teachers motivated from
in-service training?
5.
Do in-service training depend on the students’ performance on a specific
subject, YES or NO…….. If YES,
Why……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6. a) In your District, do you provide in
service training YES or NO ……..?
b) if YES, what are the criteria used to
select teachers to attend in-service training
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
7. what are the contribution of teachers
in-service training to the student
performance?...................................................................................................................................................................................................................................................................................................................................
8. What are the impacts of teachers’
in-service training on their
career?................................................................................................................................................................................................................................................................................................................................................................................................................................................................
9. What are the challenges facing the
provision of in-service training to teachers?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………
APPENDIX III
INTERVIEW
GUIDE FOR HEAD OF SCHOOL
My name is Queen V.
Komba. I am a student of the Stella Maris Mtwara University College. I am
conducting a study about the role of
in-service training on improving teachers’ motivation in public secondary
schools. The aim of my study is to fulfill the requirements of academic
needs. I request you to respond to questions that you will be given. Note, your
responses will be kept confidential and that your name will not be mentioned or
appear in any part of this study.
1. What is in service training?
2. What are the impacts of in service to
teachers?
3. What are kinds of training provided to
teachers in public secondary schools?
5. How many teachers attended in-service
training since 2012 to date?
6. What is the difference of performance
between trained and untrained teachers in your school?
Thank you for your cooperation
APPENDIX
IV:A RESEARCH PERMIT
FROMMTWARADISTRICT (DAS)
APPENDIX V: A RESEARCH PERMIT FROM DISTRICT ADMINISTRATIVE SECRETARY MTWARA
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