Browsing by Author "Olowo, Bisansio"

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    Professional development and teacher performance. A case study in Merikit sub county, Tororo district
    (Busitema University, 2024) Olowo, Bisansio
    This study investigated the influence of professional development and teachers’ performance in primary schools in Merikit Sub-County Tororo District and was guided by objectives: To find out the contribution of on-job professional development to teachers’ performance in Primary schools in Merikit Sub-County, the contribution of the off-job professional development to performance of teachers in primary schools in Merikit Sub-County, the contribution of career progression to teachers’ performance in primary schools in Merikit Sub-County and to establish the relationship between professional development and teacher performance in primary schools in Merikit Sub-County. The study used a descriptive cross sectional survey design to collect data from 100 respondents who included Head teachers and teachers who were randomly and purposively selected. The study found that on-job professional development, off-job professional development and career progression does not significantly enhance teachers’ performance in the selected primary schools. It was thus concluded that: on-job training does not significantly contribute to teachers’ performance, off-job training does not significantly influence teacher’s performance and Career progression does not significantly contribute to teachers’ performance in selected primary schools in Merikit Sub-County and that there was no positive significant relationship between professional development and teachers’ performance in selected primary schools in Merikit Sub-County. The study recommended that: The government through the ministry of education and sports, school founders and administrators should use diverse staff motivation strategies such as financial and none financial rewards, improved staff welfare among others as emphasizing one strategy such as staff development could not strongly induce teachers’ performance. School administration and management should implement on the job training programs though staff meetings, delegation of authority, design opportunities for off-job staff training by encouraging their staff to attend external seminars, workshops and refresher courses to equip the staff with more skills. School management should put in place and implement clear staff career progression plan through promotions, up grading and provide equal opportunities for staff development and promotions.