The impact of in-service training on teacher performance in public primary schools in Kakiri sub-county, Wakiso district. A cross-sectional study.

Abstract

Background:

In-service training (INSET) is a cornerstone of Teacher Professional Development, aimed at updating pedagogical knowledge and skills. This study examined the relationship between in-service training and teacher performance in this context.

 Methods:

A cross-sectional, mixed-methods correlational survey design was employed. A sample of 108 respondents (101 teachers and 7 head teachers) from 10 public primary schools was selected using stratified and purposive sampling. Data were collected via questionnaires, interviews, and documentary review.

 Results:  

Demographic data revealed a predominantly female (58.0%), middle-aged (40.0% aged 30-39), and professionally qualified workforce, 50.0% held a Diploma in Education. Education: The study found a significant positive correlation between in-service training and teacher performance (r = 0.68, p < 0.01). However, descriptive findings indicated that INSET was limited, irregular, and of low perceived quality. Teachers reported inadequate training materials, lack of follow-up support (Mean=2.0), and poor alignment with the curriculum (Mean=2.1). Qualitative data from head teachers confirmed these challenges, citing infrequent district-level training and insufficient institutional support.

 Recommendations:

It is recommended that in-service training programs be made more continuous, school-based, and practical. Training content should be co-designed with teachers to ensure relevance to classroom realities, with a strong emphasis on follow-up mechanisms to reinforce learning.

 Conclusion:

While in-service training has a strong potential to enhance teacher performance, its current implementation in Kakiri Sub-County is ineffective. A shift from ad-hoc workshops to a structured, supportive, and relevant INSET model is crucial for improving instructional quality.