Teachers’ participation in in-service training and its contribution in teaching science in secondary schools in Morogoro municipality

The main purpose of this study was to investigate teachers’ participation in in-service training (INSET) and its contribution in improving teaching science in secondary schools in Morogoro Municipality. Specifically, the study explored teachers’ participation and their perceptions towards INSET programs. Furthermore, the study investigated the contribution of in-service training in improving science teachers’ classroom practices and lastly, explored the challenges of providing in-service training to science teachers. The study was guided by constructivism theory of learning and employed qualitative research approach using case study design. A total of 5 government owned secondary schools were involved from whom 25 science teachers and 5 heads of the schools were obtained. Furthermore, one district secondary education officer and one regional education officer took part in this study. Purposive sampling was used to select participants of the study and data were collected by using interviews, focused group discussions and documentary review. The study findings revealed that in general very few science teachers attended INSET, Furthermore; majority of teachers indicated that in-service training is important and required to address many challenges which they meet in their daily teaching. Findings indicate that there are no specified criteria for selection of teachers’ for the trainings. However, the findings indicated that experienced teachers participated more in in-service training than new teachers who took long time before being offered opportunity to participate. Nevertheless, majority of teachers perceived in-service training positively and were highly motivated to attend should there be opportunities. In terms of contribution of INSET, findings revealed that in-service training had contributed in improving teachers classroom practices and that these improvements were reflected in students’ performance. Lastly, findings indicate that shortage of funds is the main constraint in providing in-service training to teachers, as the result few training programs is organized. Other challenges include lack of evaluation and follow up support to teachers during implementation of skills in their working places. It was recommended that in-service training should be regularly provided to both experienced and newly recruited teachers so as to allow all teachers to get opportunity to attend and cope with various changes which take place like curriculum changes. Teachers should be involved in planning stages of the INSET so as to suggest what they need to be included in the training rather than planning for them. Duration for training should be extended; an effective training takes longer time which allows wide coverage of content with a lot of time for teachers to practice. School inspectoters department should be part of the organizers of INSET so that after training they should pass through schools and make evaluation of the training to see if teachers are really practicing what they have been taught. Also it is recommended that a similar study with large sample could be conducted so as to get comprehensive results.