An investigation into the factors affecting teacher development in secondary schools: a case of Kangundo district
Mwanza, Fildelima K
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The purpose of this study was to investigate the factors that affect teacher development in secondary schools. The focus was on whether teacher promotion, curriculum, finance availability and training needs assessment affect teacher development. It was also to establish if there are other factors besides these. The study was undertaken through a descriptive study that aimed at investigating the relationship between the independent and the dependent variables and data collected mainly by questionnaires. The target population was secondary school teachers in Kangundo District where a total of 125 teachers were interviewed. The study grouped employees into three levels: the principals and deputy principals (top level), the head of departments (middle level), and subject teachers (lower level). This had the different levels represented in their respective strata as each of them had different characteristics. Data collected from the field was first be coded according to themes researched on the research for computer use in summarizing the data in tables. It was entered using produced using statistical package for computer sciences (SPSS) packages. Frequency tables were generated using EXCEL and STATA. It then gave the distribution of responses in the questionnaire in terms of pie charts, pyramids and bar graphs. This feedback can then be significant in that institutions that deal with teacher development may get an insight into the policy formulation of teacher development. The study revealed that, but for financial availability, teacher development is influenced by teacher promotion, curriculum change and training need assessment. The researcher found out that training and development courses were ill planned, and the facilitators ill prepared. Also, most of the courses took very little time for meaningful learning. Merit was not usually the criteria for teacher promotion and teachers were not rewarded for attending continuous training and development courses. Besides, the study revealed that teachers were not involved in curriculum change but compelled to implement changes they had little knowledge on. Moreover, finance availability as provided by government support was inadequate. Further, it revealed that teachers were not incorporated in identifying their training needs. The study recommends that training and development courses be well planned such that they are in line with the curriculum and meet the training needs of teachers. They should also be programmed over longer period for maximum results. Teachers should be rewarded after undertaking development courses and promotions to be based on merit. In addition, teachers should be incorporated in curriculum change and in-serviced before they are asked to implement these changes. Also, teachers should be involved in identifying their training needs. Further research should be conducted on teacher motivation and its impact on teacher development and school administration and its impact on teacher development.