The contribution of teachers’ in-service training programmes to public secondary school performance in kilosa district

This study investigated the contribution of teachers’ in-service training (INSET) programmes to public secondary schools (PSSs) performance. The area of study was Kilosa district, Morogoro region, in Tanzania. The study employed qualitative approach, specifically a multiple case study design. The specific objectives of the study were to: determine the magnitude of teachers’ participation on in-service training programmes; explore the contributions of in-service training to teachers’ school performance; and determine the role of secondary school heads in promoting in-service training to teachers. The sample of the study composed of 37 respondents made up of 6 heads of PSSs, 6 academic masters/ mistresses, 24 secondary school teachers and 1 District Educational Officer of secondary schools (DEO-S) who were selected through purposive and snowball sampling. Data were collected through interviews, focus group discussions and documentary reviews. The data collected through interviews were analysed by using the 1994 Miles and Huberman Model of qualitative data analysis. The findings revealed that few teachers attended INSET programmes regarding the provided chances as well as the kind of programme provided. The provided trainings ranged from 1 week to 3 weeks and teachers were satisfied with the allocated time because it was enough following the knowledge and skills provided; also it gave chances for teachers to fulfill other tasks in their respective schools. Furthermore, the study established that, teachers appreciated the provided INSET programmes hence they applied the obtained knowledge and skills to improve their working ability and capability for the better school performance. Moreover, the findings showed that teachers were not fully satisfied on the way school heads performed their roles when selecting the training participants, but others were well done when motivating selected participants as well as implementing the obtained knowledge, although there were challenges that hindered the effective implementation of the INSET programmes. Teachers’ INSET programmes are very important as they contribute in improving the PSSs performance through overseeing the hindrance challenges and take the necessary steps to overcome those challenges. Based on these findings, the study recommends the following: the government should come up with comprehensive INSET programmes through involving other INSET programmes like induction and orientation to be provided in PSSs. The government should prepare the budget to support the provision of INSET programmes in the district and school levels. In addition, the government should work closely with the school heads, other volunteers and the community around schools to provide support on the provision and implementation of INSET programmes in the school levels.