Provision of in-service teacher trainings and perceived relevance on improving primary school pupils’ acquisition of literacy skills in Iramba district

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Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
This study investigated the provision of In-service Teacher Trainings (IN-SETs) and perceived relevance on improving primary school pupils’ acquisition of literacy skills in Iramba district. The objectives of the study were to: (i) assess forms of IN-SETs provided to primary school teachers in Iramba district (ii) examine the manner IN-SETs are conducted to primary school teachers (iii) explore stakeholders’ views on the relevance of IN-SETs in improving pupils’ acquisition of literacy skills and (iv) determine the challenges facing the provision of IN-SETs to primary school teachers. The study employed qualitative research approach with multiple case design. Purposive sampling procedure was used to obtain 21 participants, two wards and six primary schools. Data were collected through interviews, non-participant observation and documentary review. Data were analysed through content analysis to develop heading and sub-headings. The study shows that primary school teachers in Iramba district attended three forms of IN-SETs: these were seminars, course orientation and workshops. On the manner IN-SETs were conducted, the study revealed that IN-SETs were not properly conducted because they were provided without teachers’ needs assessment, follow-ups and lecture method was dominant in most of trainings. The study findings also revealed that majority of participants complained that IN-SETs were irrelevant to teachers in improving pupils’ acquisition of literacy skills in schools. It emerged from the study that IN-SET practices faced numerous challenges such as time constraints, poor preparation, overcrowded venues, incompetent facilitators and lack of proper follow-up mechanism on trainings. In these regards, it is concluded that, unless much training resources such as funds, training venues, competent facilitators and time are invested in the provision of IN-SETs to mitigate the challenges, the training will not yield the expected outcomes of improving pupils’ acquisition of literacy skills. Thus, the study recommends that the IN-SETs organizers should develop relevant IN-SETs programmes based on teachers’ needs assessment. Educational authorities in the district should develop proper follow-up mechanism to evaluate the implementation of attained knowledge and skills in schools. Furthermore, it is recommended that IN-SET providers should set proper criteria that could enable to get competent facilitators in delivering trainings. For future research, the study recommends similar study to be conducted in other districts in order to have wider understanding of different contexts in which IN-SETs are conducted for improving primary school pupils’ acquisition of literacy skills. Finally, the study recommends that similar study to be conducted using quantitative or mixed methods research approaches to involve more participants and primary schools.
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1731.T34R462)
Keywords
In-services training of teachers, Teacher center, Primary scholl, Literacy skills, Iramba district
Citation
Renatus, J (2018) Provision of in-service teacher trainings and perceived relevance on improving primary school pupils’ acquisition of literacy skills in Iramba district.Master dissertation, University of Dar es Salaam, Dar es Salaam.