IN-SERVICE TRAINING AND TEACHER
PERFORMANCE IN SELECTED PUBLIC SECONDARY
SCHOOLS OF GAKENKE DISTRICT, RWANDA.
A Thesis
Presented to the College of
Higher Degree and Research
Kampala International University
Kampala, Uganda
In Partial Fulfillment of the Requirements for the degree
Master of Educational Management
and Administration
By:
UWIHOREYE C~ementine
MED/20041/82/DF
November, 2012
DECLARATION A
“This thesis is my original work and has not been presented to masters
Degree or any other academic reward in any University or institution of
higher learning”~
UWIHOREYE Clementine
Name and Signature of Candidate
September 2012
Date
DECLARATION B
“I confirm that the work reported in this dissertation was carried out by
the candidate under my supervision”.
Dr. Sarah KYOLABA Dianah
Name and Signature of Supervisor
September 2012
Date
APPROVAL SHEET
This dissertation entitled” In~service training and Teacher
Performance” prepared and submitted by UWIHOREYE Clementine in
partial fulfillment of the requirements for the degree of Master of
Educational Management and Administration has been examined and
approved by the panel on oral examination with a grade of PASSED.
Date of Comprehensive Examination:
Grade:
Name and Sig of Panelist
Name and Sig of Director, CHDR
Name and Sig of Chairman
Name and of Supervisor Name and ig of Panelist
Name and Signature of DVC, CHDR
DEDICATION
This work is dedicated to my beloved mother and father, brothers and
sisters.
iv
AKNOWLEDGEMENTS
Above all, the almighty God receives the highest appreciations and
acknowledgements for protecting the researcher’s life during this study.
Thank you God.
She fully likes acknowledge the College of Higher Degrees and Research,
KIU, for the contribution in her formation.
She would like to express her sincere gratitude to the supervisor,
Dr KYOLABA Sarah, for her patience and continued understanding,
encouragement and insightful advice in guiding the researcher through
this study.
She is grateful to head teachers of selected schools for having permitted
her to carry out this research in the schools under their control and their
continued advices.
The completion of this study would not have been possible without the
contribution and encouragement of some worthy colleagues and friends:
MANIRAKIZA Vital, SERUGENDO Victor, NDAYAMBAJE Irene, KABANDA
Charles, BIZIMANA Benjamin, NTAWIHA Pilothele and Eng.MBONIGABA
Emmanuel. She sincerely thanks them.
May God bless all people who have contributed to the completion of this
study.
V
ABSTRACT
This study investigated the degree of perception of In-Service training
and the level of teacher performance. The study investigated how In-
service training contributes to teacher performance in selected public
secondary schools in Gakenke District, Rwanda. The study was
conducted by descriptive survey design, particularly descriptive
correlation for testing for the significant relationship between In-service
training and Teacher performance, data being collected using
questionnaires from 93 teachers and 270 students. The purposive
sampling and stratified sampling was used for selecting sample. Data
were analyzed using frequency tables, percentages and mean. The
study revealed that teachers in selected public secondary schools in
Gakenke District, Rwanda, perceive that In-service training that they
receive is very poor as the overall mean of items (1.40) shows. The
study also revealed that the poorness of In-service Training affect the
performance of teachers. According to the overall mean of items (1.70)
teacher performance was found at very low level.Therfore, there is a
significant relationship between the degree of perception of In-service
training and the level of teacher performance in selected public
secondary schools in Gakenke District, Rwanda (r-value=0.407,Sign
value=0.037) . It was concluded that well organized and conducted In-
service Training lead to high level of teacher performance. The following
recommendations were made: The Ministry of Education should organize
and conduct In-service training after needs assessment of teachers and
Head teachers. Gakenke District, through District Education officer
through various practices such as classroom visits, should often help
teachers mainly the inexperienced and unqualified ones to improve their
lesson preparations teaching methods and evaluation of students’ works.
vi
TABLE OF CONTENTS
Declaration A
Declaration B ii
Approval Sheet iii
Dedication iv
Aknowlegment v
Abstract vi
Table of content vii
List of tables ix
ONE THEPROBLEMANDITSSCOPE 1
Backg round of the Study 1
Statement of the Problem 3
Purposes of the Study 5
Research Objectives 5
Research Questions 6
Null Hypothesis 6
Scope 6
Significance of the study 7
Operational Definition of Key Terms 8
TWO REVIEW OF RELATED LITERATURE 9
Concepts, Opinions, Ideas From Authors/Experts 9
Theoretical Perspective 15
Related Studies 16
vii
THREE METHODOLOGY 20
Research Design 20
Research Population 20
Sample Size 20
Sampling Procedures 21
Research Instruments 21
Reliability of the Instruments 21
Validity of the Instruments 22
Data Gathering Procedures 22
Data Analysis 23
Ethical Considerations 24
Limitation of the Study 24
FOUR PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA 25
FIVE FINDINGS, CONCLUSIONS, RECOMMENDATION 35
FIndings 35
Conclusions 37
Recommendations 38
References 39
Appendices 42
vi”
Appendix I :Tranmlttal letter 42
Appendix II:Clearance From Ethics CommIttee 43
Appendix m:Informed Consent 44
Appendix WA: Face Sheet 45
Appendix IV B: Questionnaire for Teachers 46
Appendix IV C: Questionnaire for Students 48
Appendix V: Sample Size DetermInation 50
APPENDIX VI: Content ValIdity 51
APPENDIX VII: Researchers Cuniculum VItae 52
ix
LIST OF TABLES
Table 1: Sample size 20
Table 2A: Determining the Profile of Respondents (Students) 25
Table 2B: Determining the Profile of Respondents (Teachers) 26
Table 3: Degree Perception of In-service Training 28
Table 4: Level of Teacher Performance 31
Table 5: Significant Relationship between the Degree of 34
Perception of In-service Training and Teacher
Performance.
x
CHAPTER ONE
THE PROBLEM AND ITS SCOPE
Background of the Study
The most important area in which governments and institutions in
the world have to focus their efforts for the development is education.
As Maicibi (2005) pointed out, no country in the modern times has
succeeded in its development program if it has not educated its people.
Education has the immense impact on human development.
It has been recognized that one of the major requirements for the
successful education for achieving international and national
development targets is the availability of a well performing teaching
staff. According to UNESCO (1999) a qualified workforce, able to
produce goods and services according to the internationals standards is
necessary to support the current economic reform and emergence of an
economy able to compete on international markets.
In addition to that, as European Commission point out (2000),
education and teachers were identified among some indicators of quality
in the school education. But, the challenges that are facing teachers of
the new millennium are many and complex; they find themselves at the
cross route of so many changes that are rapidly taking place both in and
outside the school. Among these changes, the examples can be the
introduction of technology in schools, introduction of new medium of
instruction and just any other reform that takes place in education and
that implies continual learning of teachers. The demand of more
continuing education for teachers in changing world, the new
opportunities offered by IT, a search for improved training approaches
and the imperative of finding new ways of using scarce resources are
some of elements people in charge of education have to think about.
According to Robinson and Cohn (2003), by 2010, fifteen million
teachers will be in education workforce throughout the world and two-
thirds of the world’s teachers live in developing countries. So that it is
necessary to think about their qualification that plays a great role in their
performance. Therefore the worldwide challenge to train, retrain and
continuously refresh the skills and knowledge is both enormous and
urgent toward the better performance.
In too large regions, South Asia and Sub-Saharan Africa, the need
for In-Service training of under-qualified and untrained teachers is
especially pressing. In these two regions, both qualified and unqualified
teachers are employed in schools and some programs of continuing
education are addressed to both groups. Indeed, In-service courses may
be the only professional training some teachers receive.
Furthermore, in Rwanda the creation of Nine Years Basic
Education enable children to access the school because the government
eliminated the tuition fees. The enrolment has grown from 1,636,563 in
2003 to 2,264,672 in 2009.From that, the challenge appears in terms of
corresponding educational support resources such as teachers,
classrooms buildings, teaching facilities and learning aids. Teacher
resources are the concern of this study. In fact with higher pupils’
enrolment, teacher demand has increased. Many new teachers have
been recruited and a number of these are employed in upper basic
(lower secondary). This situation occurs a great deal of education
officers in achieving a quality of education.
For a successful quality education, toward a bright development,
the teaching force has to be effective, and this translates into different
teaching performances. In this regard, the important to note here is that
2
the new teaching staff recruited needs to acquire some requirements for
a better performance.
Today, in Rwanda, few high Institutions deal in Education which
is not enough to satisfy the demand of secondary school teachers.
Distance training program is the only facility that offers In-Service
training to teachers. As it is stated in the Ministry of Education report
(2007) the education sector has the additional constraints in the
production, employment, and retention of sufficient number. Ministry of
Education has moved away from the pre-1998 days when the supply to
teachers was not coherently done. There was no teacher training and
teachers were generally obtained with diverse qualifications from
different sources. However, it is very known that the performer teachers
are those who have special subject knowledge, passion and enthusiasm
for the subject they teach. It is these teachers who look for the interest
of students during the course of teaching.
A total of 1,453 secondary schools are currently operational in
Rwanda. 46 of them are located in GAKENKE District in which this study
was curried out .According to the report of school enrolment (2011) and
school personnel (2011) got from Education Officer of GAKENKE District,
the District has 16,444 students in secondary schools, taught by 742
teachers. The rapid expansion of lower secondary education occurred a
great number of children to access to education. Consequently a
recruitment of new teachers which occurs very considerable additional
strains on education system, including teachers.
Statement of the Prob’em
Mission statement of Ministry of Education in Rwanda is to
transform the Rwandan citizen into skilled manpower able to struggle for
the sustainable development of the country by ensuring access to
quality education, focusing on combating illiteracy, promotion of science
3
and technology, critical thinking and positive values. (Education strategic
plan 2010-2015).
From this, the successful implementation of this mission depends
on the effectiveness of the teaching force. However as the Ministry of
education has different ways to assess the process of teaching-learning;
inspection being one of them. According to the report on lesson
evaluation conducted by regional inspectors in Northern Province of
Rwanda, the location of Gakenke District, in 15 secondary schools from
lS~” Jun 2011 to 30th Jun 2011, inspectors highlighted common major
areas of weaknesses which are the following: no lesson plan of the
content to be taught, no scheme of work, lateness of teachers in the
classroom, teaching methodology not adequate, classroom lay-out which
can not facilitate learner-centered methods, lesson delivery techniques
not consistent and comprehension not evaluated throughout the lesson,
no relevant teaching aids to facilitate in demonstrating data prepared
before hand.
Furthermore, Bennel and Ntagaramba (2008) pointed out that teachers
are increasingly characterized by poor preparation marking, low level of
active teaching. This is a big problem if school leavers do not have
acquired skills, knowledge and atlitudes enabling them to become
productive members of the society.
All the foregoing are teacher related challenges in implementing
national policies of education particularly in Gakenke District. The
situation leads to the following questions: are teachers in secondary
schools experienced so that they can well perform in their job? Due to
dynamicity of teaching, are they empowered through various training?
When are they trained and how much are those training relevant for
satisfying their need towards a high performance?
The degree of perception of In-Service Training on teacher performance
needs to be investigated in detail and adequate measures have to be
4
taken if we want to have a well performing teaching staff, which leads to
the achievements of a quality education.
Purposes of the Study
The reasons why this study was conducted were as follows:
1. To test the null hypothesis of no significant relationship between
the degree of perception of In-service training and the level of
teacher performance.
2. To validate the theory on which this study was based.
3. To come up with new knowledge.
4. To bridge gaps in relation to the related literature reviewed.
Research Objectives
General: The general objective of this study was to determine the
relationship between the degree of perception of In-Service training and
the level of teacher performance in selected public secondary schools in
Gakenke District, Rwanda.
Specific: Further, this study sought to
1. Determine the profile of respondents in terms of the following; for
teacher respondents such as gender, age, experience and qualification;
for students, in terms of gender, class, years spent at the present
school.
2. Determine the degree of perception of In-Service training of teachers.
3. Determine the level of teacher performance.
4. Establish whether there is a relationship between the degree of
perception of In-Service training and the level of teacher performance.
5
Research Questions
This study sought to answer the following questions:
1. What is the profile of respondents in terms of the following; for
teacher respondents such as gender, age, experience and
qualification; for student respondents in terms of gender, class
and years spent at the school?
2. What is the degree of perception of In-service training of
teachers?
3. What is the level of teacher performance?
4. Is there a significant relationship between the degree of
perception of In-Service training and the level of teacher
performance?
NuN Hypothesis
1. There is no significant relationship between the degree of perception
of In-Service training and the level of teacher performance.
Scope
Geographical Scope
The study was carried out in Gakenke District which is located in
Northern Province of Rwanda about 45 km from the capital Kigali. This is
because Gakenke Secondary school teachers in Northern Province have
been characterized by poor performance according to the reports of
regional inspections. The study established the relationship between In-
Service training and the performance of teachers in secondary schools.
It covered 5 public schools of final ordinary level (Senior 3) and final
advanced level(Senior 6).
Theoretical Scope
Considering the components of the study, it was guided by the
contingency theory propounded by Galibraith( 1973)
6
Content Scope
The study was aimed at determining the degree of perception of
In-Service training and the level of teacher performance in selected
public secondary schools, determining the impact of In-service training
on teacher performance.
Time Scope
The study was carried out since September 2011 to August 2012.
Significance of the Study
It was hoped that the findings of this study will help Poilcy makers
in designing and innovating In-service training offered to the teachers
especially secondary school teachers. It will help the policy makers and
educational planners to see how they can help teachers in improving
their performance trough In-service training.
Educationa’ administrators at District, regional and national
levels even head teachers will be informed where to make more efforts
in order to reach some secondary school teachers needs for their high
performance.
Secondary schoo’ teachers will air out challenges they face
and suggest possible solutions.
Students will also benefit from the findings of the study,
especially when recommendations for necessary improvements are
adopted.
It will provide more information to Future Researchers on the
degree of perception of In-service training and the level of teacher
performance and they will use it as a basis for further research.
7
Operationa’ Deflnit~ons of Key Terms
The following key terms was used in this study:
In-Service Training
In~Service training is education for teachers to help them
develop their skills in a specific discipline. Additionally, In-service training
can be defined as a variety of activities and practices, in which teachers
become involved in order to broaden their knowledge, improve their
skills and access and develop their professional approach. In-Service
training takes place after an individual begins work responsibilities. Most
typically, In-Service training is conducted during a break in the
individual’s work schedule.
Performance: Generally refers to the methods on how one accomplish
ones task. It is the accomplishment, the execution, fulfillment of a given
task.
Teacher Performance refers to teachers’ exhibition of having a secure
knowledge of subjects which they teach high expectations of pupils, plan
lessons which address the needs of all pupils within the class, employ
the most effective methods and techniques for any given content, pace
lesson appropriately using time and other sources effectively, regularly
mark and assess pupils’ work.
8
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concepts, Opinions, Ideas from Authors/Experts
In-Service- Training
According to Farrant (1964) In-service training is a life long
process in which a teacher is constantly learning and adapting to the
new challenges of his/her job. Much of this training is self directed and
is curried out by reading books and articles on education, by discussing
with colleagues and supervisors about matters concerning teaching and
by attending courses and conferences on education.
Increasingly, the need for In-Service training is being recognized
by educational authorities and the teacher may find himself/herself
selected to take part in a longer In-service training course that offers
help in improving specific teaching skills or enables him/her to come to
grips with the new developments such as new curricula, new methods
and other innovations. In-Service training must be recognized as an
essential part of the overall process of teacher education.
On-the-job training
According to Ivancevich (2001), On-the-job training is when an
employee is placed in a real work situation and shown the tricks of trade
by an experienced employee or supervisor. On-the-job training therefore
means that as the employee works, training goes on in form of job
instruction training. It is estimated that 60 percent of training occurs On
the-job( Ivancevich 2001).
Furthermore, Prasad (2001) emphasized that On-the-job training
is to learn by doing itself. This means that On-the-job training is
achieved through mentoring, demonstrations, apprenticeship and
9
coaching and Schermerborn (1993) went on to say that On-the-job
training is done in the work setting while is doing a job. Some of the
approaches include job rotation, formal and informal coaching,
apprenticeship and modeling. Apprenticeship involves a work
assignment where someone serves as an understudy or assistant to a
person who already has the desired job skills. According to
Schermerborn (1993) through the relationship an apprenticeship learns
the job over a time and eventually becomes fully qualified to perform it.
This is due to transfer of skills.
Apprenticeship, Leslie and Lloyd (2000) defined it as a system in
which an employee is given instructions and experiences both on and off
the job in all the practical and theoretical aspects of the work
requirements in a skill occupation, craft and trade. This means that
experienced employee; supervisor imparts the knowledge to the less
experienced employee.
According to Schermeborn (1993) modeling is the process
through which a person demonstrates through person behavior what is
expected of others. Job rotation is the process, which allows people to
spend time working in different jobs and thus expands the range of their
job capabilities.
Further, in a given organization, managers must find effective
ways to support their staff, to remove obstacles which may be holding
them back and to help them to develop their answer and find their feet.
This method of training uses more knowledgeable, experienced and
skilled employees such as managers, supervisors, to give trainings to
less knowledgeable, skilled and experienced employees. This type of
training can be given in classroom as well it can be given in the work
place in informal manner. It is characterized by: to be done on ad-hoc
manner with no formal procedure or content. The participants observe a
more experienced, knowledgeable and skilled trainer. The methods,
processes and techniques are discussed before, during and after trainer
10
has explained about performing the task. When the trainee is prepared,
the trainee starts performing on the work place, then the trainer
provides continuing direction of work and feedback.
As Maicibi (2007) pointed out, there are three modern techniques
of On-the-Job training which are mentoring, coaching, and counseling.
A mentor is a more senior experienced member of staff who provides
one to one career related guidance and encouragement to a less
experienced colleague with a focus on long term learning and
development. Lewis (2000) cited by Maicibi (2005) revealed that
mentoring is a particular form of coaching used by seniors to groom
junior employees.
Regarding to the career of teaching this technique is often used in
schools where members of administrative staff help teaching staff to
improve some techniques of teaching.
Coaching itself, is one-on-one relationship between two people or
groups which offers the less experienced group continued guidance and
feedback on how well or not they are handling their task. Coaching is
person-to-person training technique designed to develop individual
skills, knowledge and attitudes. It is indeed, an on-the-job guidance,
encouragement and teaching with a view to improving individual
performance.
To achieve to the objective of this technique, the following
procedures are recommended: Understand the participants’ job, the
knowledge, skills, attitudes and resources required to meet the desired
expectations, meet the participants and mutually agree on the objectives
that have to be achieved, mutually arrive at plan and schedule. At the
job show the participants how to achieve the objectives, observe the
performance and then provide the feedback.
Counseling as a technique of On-the-job training, Kreitner cited
by Maichibi (2005) stipulates that is a process whereby employees are
guided in overcoming performance problems. Counseling therefore, is a
11
process through which one person helps other overcome difficulties by
purposeful conversation in an understanding atmosphere. It seeks to
establish a helping relationship in which the one counseled can progress
their own situation, see their difficulty more objectively and face their
problem with less anxiety and tension. Its basic purpose is to assist the
individuals to make their own decision from among the choices available
to them. Therefore Counseling is part of the day-to-day interaction
between a supervisor and an individual who works in his/her work area
or between a human resource professional and organizational and line
organization staff member. In short, counseling is about helping people
to help themselves.
Coaching occurs when an experienced person gives specific
technical advice to someone else. This can be done on formal planned
bases by supervisor or co-worker. It can also occur more informally as a
help spontaneously offered when the need arises. According to Leslie
and Lloyd (2000) coaching is defined as an activity that is carried out by
the experienced manager emphasizing the responsibility of all the
manager for developing employees.
Sloman (2005) argues that On-the-job training can be defined as an
activity undertaken at work place, which is designed to improve
individual’s skills and knowledge. On-the-job training is a well
established and well-used intervention designed to enhance individual
skills and capabilities whose characteristics include: the training being
delivered on one to one bases and taking place at the trainee’s work
place; require time to take place including potential periods when there
is little or no useful out put product or service. The merit of this type of
training includes immediate feedback from the trainee, the trainee has
the opportunity to practice immediately and training can be delivered in
optimum time. All the above techniques are concerned with transfer of
knowledge, skills and experience from one person to another with the
aim of improving performance.
12
This study now helps to identify and emphasize the use of the
above techniques that will help teachers to perform in their job as a
result of trainings since necessary skills are acquired by the teachers.
During the teaching-learning process, all these techniques are used
when supervising lessons in terms of giving advises about areas of
improvement. It is a long process; is day-to-day interaction between
teachers and supervisors like head teachers, deputy head teachers and
other educational administrators.
Off-the-Job Training
According to Ivancevich (2000) Off-the-job training is a training
technique which is used for specific purposes or objectives. It is often
used by the organization with big training programs.
According to Prasad (2001) Off-the-job training is a method of
training where the trainee is separated from the work situation and his
attention is focused on learning the material related to his future
performance and can put his/her concentration on learning and is done
through lecture methods, discussion and programmed instructions.
Schermerborn (1993) argues that Off-the-job training is
accomplished through outside the job settings. It may also be done
within the organization at a separate training room or facility or at office
site location. This technique provides a different atmosphere from the
job environment which may lead to the concentration of the employees.
According to Gary D. (1997) Off-the-job training is always
planed, budgeted and all its activities are well defined. It uses
conferences, cases, role playing, brainstorming, sensitivity training, and
transitional analysis.
In addition to that, Off-the-job training (on line) occurs when employees
are taken away from their place of work to be trained. Common
methods of Off-the-job training include:
13
Day release: employees take time off work to attend a local college or
training centre; Distance learning or evening classes; Block release
courses which may involve several weeks at a local college; Sandwich
courses where the employees spend a longer period of time at college
(example: 6 months) before returning at work; Sponsored courses in
higher education; Self- study, computer; based training and on-line
training.
However, this method has some advantages and disadvantages
which can be summarized as the following: as advantages, a wider
range of skills or qualification can be obtained, employees can learn
from outside specialists or experts, employees can be more confident. In
contrary, this method is more expensive: example in transport and
accommodation, there is a lost working time and potential output from
employees, new employees may still need some induction training
without forgetting that employees now have new skills or qualification
may leave for better job.
This study will examine how this method is applicable in the teaching
career and its impact on the performance of teachers in secondary
schools.
Teacher Performance
Teacher performance could be described as the duties performed
by a teacher at a particular period in the school system in achieving
organizational goals (Obilade, 1999). It could also be described as the
ability of teachers to combine relevant inputs for the enhancement of
teaching and learning process (Akinyemi, 1993;Okeney,1995)
However, Peretemode (1996) argued that job performance is
determined by the worker’s level of participation in the day to day
running of the organization. It is noted that employees behave
differently under different situations.
14
Principals can therefore encourage effective performance of their
teachers by identifying their needs and tying to satisfy or meeting them.
Supporting this argument, Owoeye (1999) asserted that variables of
performance such as effective teaching lesson note preparation,
effective use of scheme of work, effective supervision, monitoring of
students’ work and disciplinary ability are virtues which teachers should
uphold effectively in the school system. In this regard, the teachers
performance could be measured through annual report of his/her
activities in terms of performance in teaching, lesson preparation, lesson
presentation, mastery of subject matter, competence, teachers’
commitment to job and extra-curricula activities. Other areas of
assessment include effective empowerment of teachers such as effective
training, effective supervision, effective monitoring of students’ work,
motivation, class control and disciplinary ability of the teachers. It is
against this background that this study was set out to examine critically
relationship between the degree of perception of un-Service training and
the level of teacher performance in public secondary schools in Gakenke
District, Rwanda.
Theoretica~ Perspective
Taking into consideration the components of the study, the
contingency theory was called upon to explain cause and effect
relationship between variables.
Contingency Theory of management propounded by Galbraith (1973)
following Fledler’s (1967) premise that there is no one best way to lead
across all situations. Contingency theory questions the relationship
between internal organization and environment. The theory advances
that there are different factors, also called contingencies, which affect
15
the objectives of an organization depending on the prevailing situations
or conditions. Scott (1987) observed that the contingencies take the
form of environmental factors and subordinate factors. Contingency
theory questions the relationship between internal organization and
environment. The contingency theory claims that the effectiveness of an
organization depends on the context contributes such as technology,
dimension and the age of the organization. This means that in a given
organization there is no universal usable effectiveness model.
In this regard, referring to the context of this study which is the
In-Service Training and Teacher Performance, factors such as school
structure, the place and time for training, teacher motivation like
financial rewards an non financial can be identified as contingencies to
successful In-Service training towards teacher performance.
Related Studies
Several studies have been conducted to investigate the
relationship between In-Service training and Teacher performance and
have come up with different results and recommendations.
Among the studies conducted in this regard mainly the following
may be mentioned: Effects of In-service-training on teachers’
performance at secondary level by Dr Asif, J., Malik, A.A., Umar,A., Jalil
ur-Rehman, B, Muhammad, A, (2011) in Pakistan.
According to Dr Asif (2011) the study was conducted in Dera
Ismail Khan, a southern District of Pakistan. The key aspect observed for
the effectiveness of training included expertise in the subject matter,
improvement of latest knowledge, interaction with the students,
teaching methods, source of information, confidence, maintenance of
discipline in the class, getting feedback from the students, good
humanism, working as accommodative facilitator. Convenient sampling
technique was applied for selection of sample for the study which
16
comprised 437 students, Including 267 male and 174 female.
Performance & 73 teachers working in the same school was estimatedthrough the sampled population. It was concluded that though not veryimpressive but there are yet some positive effects & In-service training
on the performance of teachers nonetheless, the intensity ofeffectiveness varies from the aspect to another.
In Uganda, Kampala a similar study was also conducted byARINATWE (2006) and came up with successftil findings. The study
dealt with” Training and work performance of non-academic staff of
Kampala International University (KIU, Main Campus, 2006). The main
objective was to determine weather there is relationship between
training and work performance of non-academic staff of KIU. Although
labor economics and human resource authors argues that training of
employees will always have an impact on their performance and that the
more employee is trained the more he acquires the skills and the better
the output, the findings of this study contradict with these arguments.The non-academic staff of KIU has been exposed to training but the kind
of training offered does not match with the training need of theempioyees.
To often the training does iittle to fit workers for new job,managerial, professional, administrative, support, clerical and other
services jobs are clearly areas where employment gains will occur,...
elderly people and minorities are harder to train(Wiilson,2000).This
clearly means that an employee who is not well paid will not find it hard
to develop interest in training.
Although the results of the study reveal that there is no
relationship between training and work performance of non-academic
staff of KIU, but should not necessary imply that the non-academic staff
of KIU does not need any form of training and neither does It imply thatKIU offers no training to her employees. The training may be offered but
17
if it is not in line with the needs of the employees, it will not have any
impact on their work performance.
Another study was conducted in Arua District, Uganda by
ALUONZI (2008) where there has been high rate of formulation of non-
Government organizations and community Based Organization and
networks in the community. The study was “The Impact of Training on
Performance of Community Based Organization”. The purpose of the
study was to analyze the relationship between training and performance
of community-based organization.
On the issue of which type of training the organization uses, the
study revealed that On-the-job training is widely used in the
organization. The response shows that On-the-job training is being
practiced at a rate of 60% and Off-the-job training at 30%.On-the-job
training is good for organization because of their small budget and is
normally given by the senior employee or supervisor, training in which
the trainee is shown how to perform the job and allowed to do it under
the trainer’s supervision whereas Off-the-job training is less practiced.
The study shows also that there has been performance appraisal which
reveals the performance gap, which to be filled or managed. In addition
the study reveals that training is used widely about 50% in organizations
as means of maintaining the already attained level of performance. The
other form of maintaining performance includes motivation and
promotion. This means that employees are refreshed and imparted on
skills which keep them in conformity with required skills and work needs.
Meanwhile the researcher found that there is a significant relationship
between training and performance according to the type of training to
be used.
In Rwanda a similar study was conducted. The study was entitled
“The Evaluation of In-Service Training of Secondary School teachers in
Northern Province, Rwanda” (UBAYIMFURA, 2011). The main objective
of the study was to evaluate the relevance of In-Service Training of
18
secondary school teachers. The study found that the administration,
organization, and planning of the training is inadequate. There is also
lack of financial and human means and inadjustement of training
program with teachers’ needs. The study found also that the Northern
Province, Rwanda does not have yet a framework or a structure that
would help in setting up training program that respond to the real needs
of teachers.
19
CHAPTER THREE
METHODOLOGY
Research Design
This research was based on descriptive survey method.
Descriptive survey design, particularly descriptive correlation was used
to test for the significant relationship between the Independent variable
(In-service training) and dependent variable (teacher performance).
Research Population
Target Population
The population of this study was 837 students and 121 teachers
of 5 public secondary schools in Gakenke District, Rwanda.
Sample Size
The minimum sample size of 363 respondents was computed
using the Sloven’s formula which is the following:n= N
1+N (~2)
The computed actual number of respondents is illustrated in Table 1 and
in appendix V
Table 1: Sample Size
Respondents Population(N) Sample size(n)
Students 837 270
Teachers 121 93
Total 958 363
Source: Primary Data
20
Sampllng Procedures
The purposive sampling was used for inclusive criteria: only
teachers who have taught for one year and above, both male and
female, and only senior three and senior six students both male and
female.
For the qualified respondents, stratified sampling was used to
select respondents (students and teachers) used in the sample. Then
simple random sampling was used to select the sample size of the
teachers. Systematic list sampling was used for selecting students.
Research Instruments
The research tools in this study were: a face sheet, questionnaire
to determine the degree of perception of In-service training, and
questionnaire was used to measure the level of teacher performanceThe
face sheet (Appendix IVA) gathered data on profile of the respondents.
The researcher made questionnaire to measure the degree of
perception of In-service Training (Appendix IVB) was composed of 25
items that were answered by the teachers.
The questionnaire to measure the level of teacher performance
(Appendix IVC) was standardized and included 31 items.
The responses for the questionnaires on the degree of
perception of In-service Training and Teacher Performance were the
same in terms of scoring (4,3,2,1), response mode (strongly agree,
agree, disagree and strongly disagree), description however,
interpretation deferred.
Reliability of the Instruments
To ensure reliability, the instrument was tested and re-tested on ten
teachers and twenty pupils in three Secondary schools which were not
among the selected sample. A re-test was conducted again after one
21
week on the same respondents and it gave the same results, which
shows that the instrument was reliable.
VaNdity of the Instruments
To compute for the validity of the questionnaires ten experts
knowledgeable about the theme of the study were asked to judge each
item of questionnaire either relevant or irrelevant. Thereafter the
content validity Index (CVI) was computed for each instrument
Content Validity Index (CVI) of 0.7 or above as suggested by the
following formula by CVI= n/N where:
CVI: Content Validity Index;
N: Total number of items in the questionnaire;
n: number of relevant items in the questionnaire.
The computed CVI value is illustrated in appendix VI
Data Gathering Procedures
The following data collection procedures were implemented:
Before the administration of the questionnaires
The researcher:
1. Secured an introduction letter from the College of Higher
Degrees and Research which was addressed to the authorities
of the selected schools under study for permission to collect
data.
2. Tested for the reliability of the standardized instruments to
determine the level of teacher performance and content
validity was computed for the researcher made questionnaire
on degree of perception of in-service training
3. Requested and invited research assistants to be oriented and
briefed about the study, its data gathering and sampling
procedures.
22
4. Prepared the final questionnaires after the reliability tests to
reveal whether the questionnaires were acceptable.
5. Coded the questionnaires to ensure anonymity of the
respondents.
During the administration of the questionnaires
1. The researcher and the assistants requested the respondents
to sign the Informed Consent and fill out the questionnaires
without leaving any part of it unanswered, to avoid personal
biases to influence their responses and to return the
questionnaires within one week from the day of distribution.
2. The retrieved questionnaires were checked if they were
completely filled out.
After the administration of the questionnaires
The data collected were organized and encoded into the
computer using the Statistical Package for Social Sciences.
Data Ana’ysis
Frequency table and percentage distribution was used to
determine the profile of respondents; means was used to determine the
degree of perception of In-service Training and the level of teacher
performance. Pearson linear correlation coefficient was utilized to
establish the relationship between the degree of perception of In-service
Training and Teacher Performance.
The following numerical values and interpretations were used
A. For the degree ofperception of in-service training
Mean Range Response Mode Interpretation
3~26-4~OO Strongly Agree Very Satisfactory
2.51-3.25 Agree Satisfactory
23
1.76-2.50 Disagree Poor
1.00-1.75 Strongly Disagree Very Poor
B. For the level of teacher performance
Mean Range Response Mode Interpretation
3.26-4.00 Strongly Agree Very High
2.51-3.25 Agree High
1.76-2.50 Disagree Low
1.00-1.75 Strongly Disagree Very low
Ethical Considerations
To ensure ethics practiced in this study the following procedures were
done:
1. Coded the questionnaires to provide anonymity of the
respondents
2. The respondents were requested to sign the informed consent
3. Authors of adopted research instruments and other author mentioned
in this study were appreciated /recognized through citations and
referencing
4. Presented the findings of this study in a generalized manner.
Limitation of the Study
1. Extraneous variables which were beyond the researcher’s control such
as respondents’ honesty, personal biases and uncontrolled setting of the
study.
24
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter shows the profile of respondents, the description of
independent variable and dependent variable and the testing of
relationship between the two variables. The pertinent research
hypothesis is also tested.
Profile of respondents
Respondents were students and teachers selected in 5 public
secondary schools in Gakenke District, Rwanda. Students were described
in terms of gender, class and years spent in the school to determine the
level of teacher peiformance. As for teachers, categories described were
gender, age, qualification, and teaching experience to determine the
degree of perception of In-service training.
Table 2A
Determining the Profile of Respondents (Students)
n=270
Students Frequency Percentage (%)Gender Male 99 367Female 171 63.3Total 270 100ClassS3 92 34.1S6 178 65.9Total 270 100Years spent at present school
Less than 3years 99 3673 years and above 171 613Total 270 100
Source: Primary Data
25
Table 2A indicates that the majority of students were female (63.3%)
and the minority were male (367%). Considering students class, the
same table shows that students respondents from S3 were 92 which
represent 34.1% whereas those from S6 were 178 which represent
65.9%.Table 2A indicates also that concerning years spent at the
school, 99 students spent less than 3 years, which represents 36.7%
,and 171(63.3%) spent 3 years and above.
Table 2B:
Determining the Profile of Respondents (Teachers)
n=93
Gender Frequency Percentage (%)
Male 35 37.6Female 58 62.4Total 93 100AgeBelow 25 56 60.225 -35 31 33.3Above 35 6 6.5Total 93 100QualificationB.A. Education 11 -____ 11.8B.A. Flat — 12 12.9Diploma in Education 1 1.1Diploma Flat 5 5.4Secondary schoolcertificate 64 68.8Total 93 100ExperienceBelow 5 years 64 68.85 -9 years 24 25.810 and above 5 5.4Total 93 100
Source: Primary Data
26
Table 2B shows that other group of respondents (Teachers) to
rate the degree of perception of In-service training was in total 93. Male
represent 62.3% while female represent 37.7%. Considering their age,
those whose age is below 25 years old are 56(60.4%); those with the
age comprised between 25 and 35 carry 31(33.3%) while those whose
age is above 35 represent 6.6%.
As far as qualification level, Table 2B shows that 64 teachers
(68.8%) hold Secondary School Certificate (68.8% of respondents). 11
respondents are Bachelors Degree with Education holders(11.8%) while
12 are Bachelors Degree Flat holders(12.9%). It indicates also that 1
respondent was diploma in Education holder (1.1%) and those with
Diploma Flat were Swhich represent 5.4%
Indeed, table 2B, shows that teachers whose experience is below
5 years is the largest category (64=68.8%). In fact 25.8% have work
experience ranging between 5-9 years. Only 5.4% have been working as
teacher for a period more than 10 years.
Degree of Perception of In-service Training
The degree of perception of In-service training as an independent
variable was measured using a researcher made questionnaire which
contained 25 items. Respondents (teachers) answered to items using
Likert scale scoring (4, 3, 2, 1) with response mode of strongly agree,
agree, disagree and strongly disagree. The use of very Good, Good,
Poor and Very Poor as interpretations, showed that the degree of
perception of In-service Training is very poor as it is presented in table
3.
27
Tab’e 3
Degree of Perception of In-service Training
n=93
Items on In-service Training Mean Interpretation Rank
Training enables you in teaching about a skill in a way that links 1 88 Poor
to students life experience . 1
Training enables you in getting new values 1.76 Poor 2
Training empower you to get professional knowledge 1.73 Very poor 3
You attend all trainings organized for secondary school teachers 1.63 Very poor
You receive training outofyourwork place 1.62 Very poor 5
You are motivated during the training session 1.58 Very poor 6
You are trained in English as a medium of instruction and you 1 51 Very poor
use it effectively . 7
At your work place trainer is as your counselor 1.51 Very poor 8
You always know the purpose of the training 1.49 Very poor 9
You receive training at your work place once a year 1.48 Very poor 10
Training enables you in getting new attitudes 1.42 Very poor 1
You receive training in ICT which enables you to help students Very poor
:in using some materials that will help them to learn more about 1,42the subjects they are studying when appropriate 12
You are trained in subjects you teach 1.39 Very poor 13
in your school, volunteers attend distance learning 1.37 Very poor 14
you are evaluated at the end of training 1.29 Very poor 15
Training is organized according to your needs assessment 1.29 Very poor 16
At your work place trainer is as your coach 1.26 Very poor 17
At your work place trainer is as your mentor 1.25 Very poor 18
Concerning the training program, you have enough time for 1 24 Very poor
theory and practice , 1 19
You are satisfied bythe way you are trained 1.22 Very poor 20
Trainers perform at high level 1.22 Very poor 21
In your school there are facilities for teaching your self such as Very poor
~ computers . 22
You are satisfied by the way you are evaluated 1.20 Very poor 23
You receive training out of your work place monthly 1.06 Very poor 24
You receive training out of your work place once a term 1.04 Very poor 25
Average mean 1.40 Very poor
Source: Primary Data
28
Mean Range Interpretation
3.26-4.00 Very Satisfactory
2.51-3.25 Satisfactory
1.76-2.50 Poor
1.00-1.75 Very poor
Table 3 shows the general picture of the degree of In-service
training teachers in Secondary Schools of Gakenke District perceive.
On the basis of items in table 3, training does not enable teachers in
teaching about a skill in a way that links to students’ life experience;
training does not enable teachers in getting new values because the
interpretation shows that the degree is poor. However as Farrant(1964)
stipulated, training well conducted help in improving specific teaching
skills, implementing new curricula, new methods and other innovations
Indeed, basing on mean ranges and interpretation of remaining items all
of them their degrees are perceived as very poor. This is to mean that
training does not enable teachers to get professional knowledge.
Teachers do not attend all trainings organized for secondary school
teachers ;teachers do not receive training out of their work place
teachers are not motivated during the training session; teachers do not
have at their work place a trainer as their counselor ; teachers do not
know always the purpose of the training they receive ;teachers do not
receive training at their work place once a year; training does not enable
teachers in getting new attitudes; teachers do not receive training in
ICT which enables you to help students in using some materials that will
help them to learn more about the subjects they are studying when
appropriate; teachers are not trained in subjects they teach Mean; In
your school , teachers are not evaluated at the end of the training;
training is not organized according to teachers’ needs assessment; at
the work place trainer is not as a mentor; concerning training program,
teachers do not have enough time for theory and practice; teachers are
29
not satisfied by the way they are trained; trainers do not perform at high
level; in the schools there are not facilities for self teaching such as
computers; teachers are not satisfied by the way they are evaluated;
they do not receive training out of training out of they work place.
Therefore, basing on the overall mean computed (1.40) the
interpretation shows that the degree of perception of In-service training
is very poor. The overall interpretation of data leads the researcher to
say that while designing and conducting In-service training, education
administrators do not care about modern techniques of In-service
training as stipulated by Maichibi (2007) that modern techniques of In-
service training such as mentoring, coaching and counseling help senior
experienced member of staff in guidance and encouragement to less
experienced colleagues with a focus on long term learning and
development.
Lev& of Teacher Performance
Teacher performance, as a dependent variable, was measured
using standardized questionnaire on teacher performance which
contained 31 items. After being responded by students using Likert Scale
scoring and strongly agree, Agree, Disagree and strongly disagree as
response mode, the interpretation was done using very high, high, low,
and very low as interpretations. Referring to the table 4, the overall
mean (1.70) shows that the level of teacher performance is very low.
30
Table 4
Level of Teacher Performance
n=270
Items on Teacher performance
Mean j~~retation RankThe teacher encourages students to work in different groups depending Lowupon the activity in which they are involved 202 1~cher like it when students asks question Low
The teacher maintains confidentiality in sensitive matter of his/her Lowstudents 1.97 3The teacher conducts self in professional manner Low
The teacher gives assignments related to the subject we are studying 1.94 Low
The teacher advises students on how to live responsibly 1.94 Low 6
The ~acher maintainsapositive attitude 7
The teacher encourages students to look at problems in new ways and to Low~L86 8The teacher returns tests and assignments quickly 1.85 Low
The teacher maintains discipline in my classroom 1 81 Low
The teacher develops and maintains positive relations with students 1 79 Low
The teacher monitors students’ works, as they are doing it, to see if they Lowunderstand the lesson 1.79 12The teacher uses a variety of classroom activities and resources 1,78 Low 13
The teacher makes class work interesting 1 74 Low 14
The teacher assigns homework that helps students to learn the subjects Low~auh~______The teacher masters English as a medium of instruction 1.71 Low 16
The teacher is very knowledgeable about subjects he teaches 1.71 Low 17
The teacher asks questions in class to see if students understand what Very Low~ntauh~~~ 1.7The teacher tells the students how they can use what they already have Very Low~d to learn new thinThe teacher is always available to help students during class time and Very Low~edurinthed~~The teacher always does the lesson plans 1.67 Very Low 21
The teacher gives students feedback about performance 1.64 Very Low 22
The teacher provides positive environment 1 61 Very Low 23
The teacher aligns carefully the functional classroom curriculum taught Very Lowwith the school organization’s curriculum guide and the taste course of~- 1.59The teacher is well organized 1 ~ Very Low 25
~153 Very Low
The teacher cooperates with parents in the best interest of the students 1 52 Very Low 27
~ 1 ‘52 Very Low
There is a high level of teacher punctuality in the school 1 42 Very Low 29
The teacher tells the class about library/media materials that will help Very Lowthem learn about the subject they are studying, when appropriate 1.19 30The teacher uses films or videotapes for students to watch that helps Very Lowthem learn about subject they are studying 1.12 31
Average mean 1.7 Very Low
Source: Primary Data
31
Mean Range Interpretation
3.26-4.00 Very High
2.51-3.25 High
1.76-2.50 Low
1.00-1.75 Very Low
Table 4 indicates that the students rated the level of teacher
performance as very low. This is shown by the interpretation of the
overall mean of 1.70 in the table 4. For instance the teacher does not
encourage students to work in different groups, the teacher does not
like it when students asks questions; the teacher does not maintain
confidentiality in sensitive matter of his/her students ; the teacher does
not conduct self in professional manner; the teacher does not give
assignments related to the subjects; the teacher does not advice
students on how to live responsibly; the teacher does not maintain a
positive attitude; the teacher does not encourage students to look at
problems in new ways and to find new way to solve ; the does not
teacher return tests and assignments quickly; the teacher does not
maintain discipline in the classroom ; the teacher does not develop and
maintain positive relations with students ; the teacher can not monitor
students’ works, as they are doing it to see if they understand the
lesson; the teacher does not use a variety of classroom activities and
resources; the teacher can not make class work interesting ;the teacher
does not assign homework that helps students to learn the subject being
taught ; the teacher does not master English as a medium of
instruction; the teacher is not very knowledgeable about subjects he
teaches.
Students’ responses about all these items show that teachers perform
at low level.
Increasingly, Respondents show that teacher does not always do
the lesson plan; the teacher does not give to student feedback about
performance; the teacher does not provide positive environment; the
teacher does not align carefully the functional classroom curriculum
taught with the school organization’s curriculum guide and taste course
of study; the teacher is not well organized; the teacher does not make
materials and worksheets for students to use; the teacher does not
cooperate with parents in the best interest of the students; the teacher
does not discuss and summarize each lesson studied; There is a low
level of teacher punctuality in the school; the teacher does not tell the
class about library/media materials that will help them learn about the
subject they are studying , when appropriate; the teacher does not use
films ,videotapes for students to watch that helps them learn about
subject they are studying. The results of the measurement of the level
of teacher performance confirm the findings of Bennel and Ntagara
(2008) that pointed out teachers are increasingly characterized by poor
preparation and marking, low level of active teaching, lack of regularity.
Therefore teachers can not perform effectively if they are not
committed, as Owoeye asserted (1999), in effective note preparation,
effective use of scheme of work, monitoring of students’ works and
disciplinary ability.
33
Table 5
Significant Relationship between the Degree of Perception of
In-Service Training and Teacher Performance
variables correlated r-value E Interpreta~ Decisio
Sign tion n HoDegree of Perception of In-service 407 [Positive and~
training Vs level of teacher ~037~ significant Rejected
performance ISource: Primary Data
Principle
If Sig is ≤ 0~05 —Significant — Ho rejected
If sig is > 0~05 —Significant — Ho accepted
The results in table 5 indicate a positive significant relationship
between the degree of perception of In-Service Training and the level of
teacher performance in Gakenke District (r=0.407, sig~=0~037). Basing
on these results, the researcher rejected the null hypothesis, since the
sig. value (0.037) was less than 0.05 (or 5%), which is the minimum
required level of significance in social sciences.
On the basis of the results, the researcher found that there is a
relationship between the two variables. It is to mean that due to the
poorness of In-service training conducted, the level of teacher
performance was found at very low level. The two variables tend to go
in the same direction: very poor In-service training, very low teacher
performance.
34
CHAPTER FIVE
FINDINGS, CONCLUSIONS, RECOMMENDATIONS
In this chapter, the findings, conclusions and recommendations
are presented with relevance to the specific objectives of this study.
FINDINGS
The following is a summary of the major finding of the study:
To determine the profile of respondents, teachers and students, the
finding has revealed that the majority of students respondents were
female (63.3%) whereas 367% represent male respondents. In terms
of class the majority was those of S6 (65.9). Those of S3 represent
34.1%.
When we consider years spent at the school, the findings showed
that 171 students (63.3%) spent 3 years and above and 99 students
(36.7%) spent less than 3 years.
Concerning teachers in terms of gender, female were the majority
(5862.3%) and male were 35 (37.6%). In fact most of them their age
is below 25 years old (56=60.2); 31 were between 25-35 years old
which represent 33.5%; and 6 were above 35 years old which represent
6.5%.
As far as teachers’ qualification, 64 teachers (68.8) were
secondary school certificate holders.11 teachers (11.8%) hold bachelors
degree in Education; 12 teachers (12.9%) hold bachelor’s degree flat,
while 5 teachers were diploma flat holders. It indicates that only 1
respondent was diploma in Education holder.
Concerning teachers work experience 65 teachers (68.8%) were below 5
years experienced while 24 (25.8) were between 5-9 years of work
experience. Only 5 teachers (S.4%) were above 10 years of experience.
35
For determining the degree of perception of In~service training,
basing on the results of the study, the researcher found that the degree
of perception of In-service training of teachers in Gakenke District is
very poor. The computed overall mean index was L40, implying that
teachers perceive that the degree of In-service training they receive is
very poor.
Further, it was found that the level of teacher performance in
public secondary schools in Gakenke District is very low, referring to the
computed overall mean index which was 170.
Finally, for determining the relationship between the degree of
perception of In-service training and the level of teacher performance in
public secondary school in Gakenke District, the researcher found that
these two variables are significantly correlated at 0.407 r- value and
these results are significant at 0.037 level of significance. Basing on
these results the researcher rejects the null hypothesis, since the
significance value (0,037) was less than 0.05(5%) which is the minimum
required level of significance in social sciences.
36
CONCLUSIONS
In this section, conclusions were given basing on the purpose of
the study.
The main purpose was to test the null hypothesis of no significant
relationship between the degree of perception on In-service training and
the level of teacher performance. According to findings this hypothesis
was positive and significant since the null hypothesis was rejected.
Basing on results, the researcher came to conclude that In-service
training conducted after teachers’ needs assessment leads to high level
of teacher performance.
In addition, the contingency theory of Galibraith saying that there
is no one best way to lead across all situations lead the researcher to
conclude that the use of one method for teacher training can not be
successful for teacher performance. Referring the findings of the study,
teachers perceived that training they receive is very poor in terms of
various techniques and methods used which affect their performance.
The researcher concluded that various techniques and methods must be
called upon in order to satisfy the needs of teachers for their high
performance.
Finally, basing on related literature reviewed, Farrant (1964) said
that In-service training helps in improving specific teaching skills such as
new curricula, new methods and other innovations. It is recognized as
an essential part of overall process of teacher education. From this idea,
the researcher concluded that In-service training conducted as a support
to teachers in a teaching-learning process remove all obstacles in a way
towards a high performance.
37
RECOMMENDATIONS
Various recommendations were made basing on the findings of the
study;
1. The Ministry of Education should organize and conduct In~service
training after conducting needs assessment of teachers and head
teachers.
2. The Ministry of Education should empower the system of
mentorship, so that teacher receive regular training at their work place
either in subject to be taught or in other subjects such as medium of
instruction etc.
3. Gakenke District, through District Education Officer and Head
teachers, through various practices such as classroom visits, should
often help teachers mainly the inexperienced and unqualified ones to
improve lesson preparation, teaching methods and evaluation of
students’ works. From this those officers should know weak areas that
need a particular emphasis.
Suggestions for Further Research
1. In-service Training and Teacher Performance in Public Secondary
Schools in other Districts of Rwanda.
2. Management Practices and Teacher Performance in Public Secondary
Schools in Rwanda
38
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41
APPENDICES
APPENDIX I
TRANSMITTAL LETTER
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KAMPALA Tel: *256- 41- 266813 / +266- 41-267634INTERNATIONAL F x +256 41 50194UNIVERSiTY 0 mxii xomin@kie xc ug
___________________________________________ W~bsiie: www.klu,ac.ug
OFFICE OF THE COROINATOR OF EDUCATIONSCHOOL OF POSTGRADUATE STUDIES AND RESEARCH (SPGSR)
I ‘1, 20),xr ‘/iiI\l;iv1~~iii.
i:~ RFQI FS’F FOR UVVI8IOR}fyE C’LEYIENTINI: MI:t)12004F82/Di’‘JO (,ONI)J( ‘I I4FSK4R(’H IN VOIR ORGANIZATION
The above mentioned is a bonafide student of Kampala International Universitypursuing a Masters of Educational Management and Administrotion.
She is currently conducting a I9eld research of which the title is “In-Service Trainingand Teacher Performance in Secondary Schools in Gakenke District, inRwanda.”
Your organization has been identified as a valuable sourco of information pertaining 10her research project, The purposo of this letter is to request you to avail her with thepertinent information he may noed
Any information shared with hor in your organization shall be bested with utmostronfidentiality
Any assistnnce rendered to her will be highl~ appreciatod
Yours truly,
Ms.Kyolaha S4rahCoordinatorEducation (SPGSR)
42
APPENDIX II
CLEARANCE FROM ETHICS COMMITTEE
Date _________________
Candidate’s Data
Na me_________________________________
Reg. # ______________________________
Course ___________________________________
Title of Study______________________________
Ethical Review Checklist
The study reviewed considered the following:
Physical Safety of Human Subjects
Psychological Safety
— Emotional Security
Privacy
Written Request for Author of Standardized Instrument
Coding of Questionnaires/Anonymity/ Confidentiality
— Permission to Conduct the Study
— Informed Consent
— Citations! Authors Recognized
Results of Ethical Review
Approved
— Conditional (to provide the Ethics Committee with corrections)
— Disapproved! Resubmit Proposal
Ethics Committee (Name and Signature)
Chairperson _________________________
Members _________________________
43
APPENDIX III
INFORMED CONSENT
In signing this document, I am giving my consent to be part of
the research study of Mss. UWIHOREYE Clementine that will focus on
In-service Training and Teacher Performance.
I shall be assured of privacy, anonymity and confidentiality and
that I will be given the option to refuse participation and right to
withdraw my participation anytime.
I have been informed that the research is voluntary and that the
results will be given to me if I ask for it.
Initials: __________________________
Date: ________________________
44
APPENDIX IV A
FACE SHEET: PROFILE OF THE RESPONDENTS
A~ Students
Gender
Male
Female
Class
S3
56
Years spent at the present school
Less than 3 years
3 years and above
B. Teachers
Gender
Male
Female
Age
Below 25
25-35
Qualification
B~A~Education
B~A FlatDiploma in Education
Diploma Flat
Secondary School Certificate
Experience
Bellow 5 years
5-9 years
10 and above
45
APPENDIX IV B
QUESTIONNAIRE TO DETERMINE THE DEGREE OF PERCEPTION
OF IN-SERVICE TRAINING
(FOR TEACHERS TO ANSWER)
Direction 1: Please write your rating on the space before each option which
corresponds to your best choice in terms of your qualities as a teacher. Kindly use the
scoring system below:
Score Response Mode Description Interpretation
4
Strongly Agree You agree with no doubt at all Very Good
3 Agree You agree with some doubt Good
2 Disagree You disagree with some doubt Poor
1 Strongly Disagree You disagree with no doubt at all Very Poor
1. Training enables you in teaching about a skill in a way that links to students’ life
experience.
~2, Training enables you in getting new values.
3. Training empowers you to get professional knowledge.
4. You attend all trainings organized for secondary school teachers.
5. You receive training out of your work place.
_6. You are motivated during the training session.
_7. You are trained in English as a medium of instruction and you use it effectively.
8. At your work place trainer is as your counselor.
_9. You always know the purpose of’ the training.
10. You receive training at your work place once a year.
11. Training enables you in getting new attitudes.
~12. You receive training in ICT which enables you to help students in using some
materials that will help them to learn more about the subject they are studying
when appropriate.
_13. You are trained in subjects you teach.
_14. In your school, volunteers attend distance learning.
_15. You are evaluated at the end of training.
16. Training is organized according to your needs assessment.
46
_17, At your workplace trainer is as your coach.
18. At your workplace trainer is as your mentor.
_19. Concerning training program, you have enough time for theory and practice.
_20. You are satisfied by the way you are trained.
~21. Trainers perform at high level.
_22. In your school there are facilities for teaching yourself such as computers.
_23. You are satisfied by the way you are evaluated.
_24. You receive training out of your workplace monthly.
_25. You receive training out of your workplace once a term.
Source: Researcher Made
47
APPENDIX IV C
QUESTIONAIRE TO DETERMINE THE LEVEL OF TEACHER
PERFORMANCE
(FOR STUDENTS TO ANSWER)
Direction 1: Please write your rating on the space before each option which
corresponds to your best choice in terms of learning environment in your university.
Kindly use the scoring system below:
Score Response Mode Description Interpretation
4 Strongly Agree You agree with no doubt at all Very High
3 Agree You agree with some doubt High
2 Disagree You disagree with some doubt Low
1 Strongly Disagree You disagree with no doubt at all Very Low
1. The teacher encourages students to work in different groups depending upon the
activity in which they are involved.
_2. The teacher likes it when students ask questions.
_3. The teacher maintains confidentiality in sensitive matter of his/her students.
_4. The teacher conducts self in professional manner.
5. The teacher gives assignments related to the subject we are studying.
6. The teacher advises students on how to live responsibly.
7. The teacher maintains the positive attitude.
8. The teacher encourages students to look at problems in new way and find new
way to solve them.
~9. The teacher returns tests and assignments quickly.
1O. The teacher maintains discipline in my classroom.
_11. The teacher develops and maintains positive relations with students.
12. The teacher monitors students’ works, as they are doing it, to see if they
understand the lesson.
_~13. The teacher uses a variety of classroom activities and resources.
14. The teacher makes class work interesting.
_15. The teacher assigns homework that helps students to learn the subject being
taught.
16. The teacher masters English as a medium of instruction.
17. The teacher is very knowledgeable about subjects he/she teaches.
48
18. The teacher asks questions in class to see if students understand what has
been taught.
19. The teacher tells to students how they can use what they already have
learned, to learn new things.
_~2O. The teacher is always available to help students during class time and other
time during the day.
21. The teacher always does the lesson plan.
22. The teacher gives students feedback about performance.
23. The teacher provides positive environment.
24. The teacher aligns carefully the functional classroom curriculum taught with
the school organization’s curriculum guide and the taste course of study.
_25. The teacher is well organized.
26, The teacher makes materials and worksheets for students to use.
27. The teacher cooperates with parents in the best interest of students.
_28. The teacher discusses and summarizes each lesson studied.
29. There is a high level of teacher punctuality in the school
30. The teacher tells the class about library/media materials that will help them to
learn about the subject they are studying, when appropriate.
31. The teacher uses films or videotapes for students to watch that helps them
learn about subject they are studying.
Source: Standardized Questionnaire
49
APPENDIX V
SAMPLE SIZE DETERMINATION
Teachers
n= N
1+N (a2)n= 121
1+121(0.05)2
n= 121
1+125 (0.0025)
n= 121
1.3025
n= 93
Students
n~ 837
1+837 (0.05)
n= 837
1+837 (0.0025)
n= 837
3.0925
n= 270
50
APPENDIX VI
CONTENT VALIDITY
Researcher Made Questionnaire to measure the Degree of perception
of In-service Training
CVI= n/N
n=20
N=25
20/25 = 0.8
Standardized questionnaire to measure level of Teacher
Performance
n=30
N=31
30/31 = 0.96
51
APPENDIX VII
RESEARCHERTS CURRICULUM VITAE
Personal Profile
Surname
First name
Father’s names
Mother’s names
Gender
Date of Birth
Place of Birth
Nationality
Marital status
Home Addres
Current Address
Tel.
UWIHOREYE
Clementine
RWABUKUMBA Thaddee
NTABANGANYIMANA Laurence
Female
:1979
Gakenke District
Rwandan
Single
:Rusasa Sector, Gakenke District, Northern Province.
Muhoza Sector,Musanze District,Northern Province.
+250788403210
Educational Background
Ongoing : Master’s of Educational Management and
Administration, Kampala International University.
2000-2005 : Bachelor’s Degree in education, French-Kinyarwanda,
National University of Rwanda.
1991/1992-1993/1994: Ordinary level certificate,Groupe Scolaire Musanze.
1995/1996-1998/1999: Primary Teaching Certificate, Groupe Scolaire Janja.
Work Experience
2009-Now : Head Teacher of Groupe Scolaire Kageyo, Gakenke
District, Rwanda.
In charge of Social affairs in Cyabingo Sector, Gakenke
District, Rwanda.
Primary School Teacher.
2006-2008
1999-2000
52
