In-service training and teachers’ performance in private secondary schools in Juba City Council, South Sudan, A cross-sectional study.
DOI:
https://doi.org/10.51168/c8174308Keywords:
In-service training, teachers’ performance, private secondary schools, Juba City CouncilAbstract
Background:
Teachers’ competencies and performances in South Sudan are a major factor contributing to poor performance among candidates in national exams. This study assessed the relationship between in-service training and teachers’ performance in private secondary schools in Juba City Council, South Sudan.
Methodology:
The study adopted a descriptive research design involving teachers in ten (10) selected private secondary schools in Juba city, and out of a population of 110, a sample of 86 was selected. The survey method, involving closed-ended questionnaires, and the interview method, using an interview guide, were used to collect data.
Results:
Out of 78 respondents, 56 (71.8%) were males, 22 (28.3%) were females, and 39.5% were aged 38-47 years. While 51.3% were Degree holders, 27.6 % were diploma holders, 17.1% were certificate holders, and 3.9% were master's or higher level of education. The most, 57.9% have worked in the teaching profession for 10-15 years. Findings depict that in-service training is a highly popular method of professional development of teachers in the selected secondary schools (Mean = 4.180 rated out of 5). There is a significant positive relationship between in-service training and teachers’ performance (r = 0.624, p-value < 0.05). In- last five years, in-service training of teachers in universities has been emphasized and improved professional development (mean of 4.189 and standard deviation of 0.548, and 4.201 and standard deviation of 0.569), with the majority of teachers progressing their teaching careers through in-service training (mean of 4.561 and standard deviation of 0.719).
Conclusion:
In-service training affects teachers’ performance. Increasing in-service training in private secondary schools significantly increases the likelihood of improving teachers’ performance.
Recommendation:
Monitoring and evaluation of the learning process by head teachers of private secondary schools and the Ministry of Education and Instructions to make in-service training more productive and effective.
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Copyright (c) 2025 John Mary Viane Karinda, Dr. George Dang, kateregga salongo (Author)
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