In-service training and science teachers' performance in Selected government aided secondary schools in Mukono district

Abstract

The purpose of the study was to establish the relationship between in-service training and science Teachers· performance in selected government-aided secondary schools of Mukono district. The researcher employed a descriptive cross-sectional design covering both qualitative and quantitative research approaches to elicit data. Both simple random sampling technique and purposive technique were used to select respondents that included one DEO, headteachers, deputy headteachers, directors of studies, SESEMA T trainers and teachers (n= 86). The data collection schools used included interviews, focus group discussion, observation guide and questionnaires. The study established that: There is a positive relationship between in-service training and science teachers planning and preparations (Pearson (r)= .246**) sign value P(value) being 0.01 >.000. The result showed that the calculated r-value (.246) is greater than t-critical value (0.05) at p<0.05 is significant. Hence, the alternate hypothesis (Ha) was accepted while the null hypothesis (Ho) was rejected. Findings indicated that there was a significant relationship between in-service training and science teachers' teaching methodologies (Pearson (r)= .276**) sign value P(value) P < 0.05=000. The result showed that the calculated r-value (.276) is greater than t-critical value (0.05) at p<0.05 is significant. Hence, the alternate hypothesis (Ha) was accepted while the null hypothesis (Ho) is rejected. Finally, the result showed that the calculated r-value (.4 76) is greater than t-critical value (0.05) at p<0.05 is significant. Hence, the null hypothesis (Ho) is rejected while alternate hypothesis (Ha) is accepted. This implied that there is a significant relationship between in-service training and science teachers' assessment of learners in secondary schools of \1ukono District. The study concluded that; SESEMA T did not conduct successful training of science Mathematics Teachers(SMT) to build capacity for adequate planning and preparation. Additionally, gaps in planning and preparation remained evident within the practices among SMT. SMT used more of teacher-centered methods of teaching science and mathematics rather than the student-centered methods as INSET did not equip them adequately to use more progressive/modem methods. INSET did not adequately equip teachers in terms of adopting proper assessment, specifically diagnostic techniques to help them understand their students' learning needs. The study recommends that; Science teachers are advised to use the format of modern lesson planning to write their lesson notes in order to teach science and mathematics concepts by adopting and adhering key principles taught to them during INSET. SESEMAT trainers should advocate against memorization of concepts and knowledge, urging science teachers to instill in students' critical minds through questioning and discussion. SMT's must make use of continuous assessment, coupled with diverse methods of assessing skills and application of knowledge to encourage deep learning and as such understanding. Further research should be conducted to explore is the appropriateness of the science teachers SESEMA T Training Curriculum.