In-Service Teacher Training and Learners’ Attainment of Education in Primary Schools in Western Uganda

ABSTRACT The purpose of this study was to evaluate the effect of in-service teacher training on learners’ attainment of education in primary schools in Western Uganda. Specifically, the study was guided by the following objectives: to assess the effect of in-service teacher training on teachers, to assess the effect of in-service teacher training on learners’ attainment of education and to examine the process by which in-service teacher training is designed and delivered. The assessment was made using primary data collected from the districts of Bushenyi, Rukungiri and Sheema in 2016. From total populations of N=2,364 education stakeholders including teachers, tutors, head teachers, district inspectors of schools and district education officers and N=12,000 primary seven pupils as of 2016, samples of 610 and 332 respectively were drawn. Questionnaires and key informant interviews were used in data collection. The research instruments were pilot tested to ensure their validity and reliability. Analysis was carried out using frequency distributions, Pearson chi-square distributions, and Mann Whitney tests. The Cronbach’s alpha was computed to ensure reliability of the Likert scale used in measuring the objectives with 0.773, 0.795 and 0.834 for objective one, two and three respectively. Qualitative analysis was done by incorporating verbatim accounts within the wider context. Results show that in-service teacher training had a significant effect on teachers particularly on their academic qualifications, performance and professional ethics. In-service teacher training also significantly improved learners’ attainment of education whereby trained teachers promoted knowledge sharing in an improved teaching-learning environment. With regard to the in-service teacher training process, findings reveal that there was no established system in place through which in-service teacher training is designed and delivered. Generally, in-service teacher training contributes to the building of a qualified teaching workforce and improved quality of education. The findings demonstrate that the process of in-service teacher training is marred with discrepancies and weaknesses in implementation that hinder it from realizing its objectives. To this end, targeted interventions such as sensitization of teachers on the significance of in-service teacher training towards education and development of an effective training system are recommended. The study recommends a revamp of school environments to create a conducive environment for the teaching-learning process.