CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) AND TEACHER PEDAGOGICAL PERFORMANCE IN PRIVATE SECONDARY SCHOOLS OF KASANGATI TOWN COUNCIL, WAKISO DISTRICT, UGANDA
Abstract
The study focused on Continuous Professional Development (CPD) and Teachers’ Pedagogical Performance in private secondary schools in Kasangati Town Council, Wakiso District. The specific objectives of the study included: (a) To explore teachers’ perception of On-the-Job training in private secondary schools in Kasangati Town Council, Wakiso district (b) To explore teachers’ perceptions of Off-the-Job training in private secondary schools in Kasangati Town Council, Wakiso district (c) To examine the relationship between On-the-Job training and teachers’ pedagogical performance in Kasangati Town Council, Wakiso district (d) To examine the relationship between Off-the-Job training and teachers’ pedagogical performance in private secondary schools in Kasangati Town Council, Wakiso district. An embedded mixed methods design was applied with a sample size of 236 respondents. A simple random sampling technique was used to select teachers, while purposive sampling was used to select headteachers in the selected private secondary schools in Kasangati Town Council. Quantitative data were collected using closed-ended questionnaires, while qualitative data were collected using interview guides. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed using the thematic analysis technique. The descriptive findings of the study showed that private secondary schools in Kasangati Town Council had made deliberate efforts to conduct On-the-job training through Workshops, seminars and Refresher courses with an Average Mean of 4.4225 and a Standard Deviation of .60646. Furthermore, Off-the-job training through in-service training and Conferences with an Average Mean of 4.0516 and a Standard Deviation of .88603 had also been conducted. The study found a significant and moderate relationship between on-the-job training and teachers’ pedagogical performance (r =536**, p = 0.000) and the p-value was less than 0.05. The findings suggest that on-the-job training enhances Teachers’ Pedagogical Performance. The study further found that the coefficient of determination was (r2) = .253, which means that on-the-job training explained 25.3 percent of the variation in teachers’ pedagogical performance. The study also found a significant and moderate relationship between off-the-job training and teachers’ pedagogical performance (r =656**, p = 0.000), and the p-value was less than 0.05. The findings suggest that off-the-job training enhances Teachers’ Pedagogical Performance. The study further indicated that the coefficient of determination was (r2) = .32.5, which means that off-the-job training explained 32.5 percent of the variation in teachers’ pedagogical performance.
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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6291
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