Teacher Professional Development and Quality of Pedagogical Practices in Public Secondary Schools in Uganda
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Date
2017-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Uganda Journal of Management and Public Policy Studies
Abstract
The study examined the influence of teacher professional development on quality of pedagogical
practices in public secondary schools in Uganda and specifically examined the extent to which
induction, coaching and training workshops explain variations in quality of pedagogical
practices. A cross-sectional survey design was used in which 76 head teachers and 934 teachers
from 95 public secondary schools were selected using multistage sampling. Descriptive and
ordered logistic regression was used to analyze data collected from teachers, while content
analysis was used to analyze data collected using lesson observations, document analysis, and
interviews. The findings revealed that teacher professional development significantly explains
quality of pedagogical practices, and yet institutionalized continuous professional development
systems were lacking in these schools. To enhance quality of pedagogical practices, the MoES
should expedite the implementation of the Secondary Teacher Development Management
Systems programme meant to ensure continuous professional development of teachers.
Description
Keywords
Teacher Professional Development, Quality of pedagogical practices
Citation
Malunda, Netalisile Paul; (2017) Teacher Professional Development and Quality of Pedagogical Practices in Public Secondary Schools in Uganda; The Ugandan Journal of Management and Public Policy Studies; Volume 12 No.1, pg. 82-96