Professional development and english language teacher competence in selected secondary schools in Kira municipality, Uganda

Abstract

This study examined professional development and English language teacher competence in selected secondary schools in Kira Municipality, Wakiso district. The purpose was to examine the effect of professional development on English language teacher competence in secondary schools. Its objectives were to: find out the professional development status of secondary school English language Teachers in relation to their competence, establish the Professional Development programmes needed by Secondary Schools to enhance the English language Teacher competence and find out institutional factors needed to support the implementation of professional development programmes that enhance the English language Teacher Competence in secondary schools. A cross-sectional survey design, qualitative and quantitative approaches were used in the study. A total of 120 respondents consisting of Teachers, s.chool Administrators and Municipality Education Officials participated and were sel ected by simple random and purposive sampling techniques. Self-administered questionnaires, face-to-face interviews and observation were used to collect data. Analysis was done using descriptive statistics. Findings showed the professional development status of English language teachers was low with a few teachers having interest in pursuing further studies. Seminars, workshops and distance learning were common professional development programmes accorded to English language teachers in secondary schools. Institutional factors like inadequate finances , facilities, physical resources, lack of functional policy constrained competencies of English language teachers. It was concluded that professional development enhanced English language teacher competencies at secondary schools. School Administrators need to design a professional development policy, improve on career guidance, provide scholarships, and devote more resources to professional development activities. Further research regarding the effect of professional development on students ' academic performance was also recommended.