eacher Professional Development and Quality of Pedagogical Practices in Public Secondary Schools in Uganda
Abstract This study examined the influence of teacher professional development on the quality of pedagogical practices in public secondary schools in Uganda. Specifically, it investigated the extent to which induction, coaching, and training workshops explain variations in the quality of pedagogical practices. A cross-sectional survey design was employed, involving 76 head teachers and 934 teachers selected from 95 public secondary schools using multistage sampling. Data from teachers were analysed using descriptive statistics and ordered logistic regression, while data from lesson observations, document analysis, and interviews were analysed using content analysis. The findings revealed that teacher professional development significantly influences the quality of pedagogical practices. However, institutionalized continuous professional development systems were largely absent in these schools. To improve the quality of pedagogical practices, the Ministry of Education and Sports (MoES) should expedite the implementation of the Secondary Teacher Development and Management Systems (STDMS) programme to ensure continuous professional development of teachers.
Key words: Teacher Professional Development, Quality of Pedagogical Practices
1. Introduction There is growing concern about the quality of classroom practices that facilitate effective learning in public secondary schools in Uganda. A significant gap exists between what teachers actually do in the classroom and the standards expected by the Directorate of Education Standards (DES) and the National Curriculum Development Centre (NCDC) (Ministry of Education and Sports [MoES], 2013). According to the Curriculum, Assessment and Examination (CURASSE) report (2007), many teachers lack innovation and creativity, rarely use learner-centred teaching methods, fail to relate concepts to real-life situations, and often enter classrooms without lesson plans. As a result, teaching has largely become examination-oriented, focusing on rote learning and cramming rather than developing higher-order thinking skills (Uganda National Examinations Board [UNEB], 2012).
Identifying factors that enhance the quality of teaching and learning is essential for improving the overall quality of education in any country. Musaazi (2006) emphasises that educational planners and administrators should prioritise teacher professional development to foster desired classroom behaviours. Musaazi (1982) further argues that the duration of pre-service training is too short to adequately equip teachers with the knowledge and skills needed to meet the ever-changing demands of the teaching profession. This view is supported by several scholars (Campbell & Thomas, 2013; Zepeda, 2010; Russell, 2012; Mulkeen, 2010), who highlight the central role of continuous professional development in an era of rapid curriculum changes and technological advancements. In this regard, the study sought to establish the extent to which teacher professional development explains the quality of pedagogical practices in public secondary schools in Uganda.
Historically, Uganda’s education system was regarded as one of the best in Africa during the 1960s (Government of Uganda, 1992). Teaching was geared towards developing learners’ competencies and fostering higher-order thinking skills, producing graduates with relevant skills for the job market (Ssekamwa & Lugumba, 2010). However, the political turmoil and civil strife of the 1970s and 1980s led to the neglect of educational institutions and a significant decline in the quality of education at all levels (Government of Uganda, 1992). The quality of teaching suffered as many qualified teachers fled the country and the morale of those who remained plummeted.
To restore the quality of education and accelerate national development, the government introduced major reforms through the Education White Paper (MoES, 2009). Key among these was the implementation of Universal Primary Education (UPE) and Universal Secondary Education (USE). While USE has significantly expanded access to secondary education, including for vulnerable and poor learners (MoES, 2015), concerns remain about the quality of teaching and learning. Many students completing secondary education still struggle with English proficiency, despite being taught and examined in the language (Khisa & Lanyero, 2009). There are also indications of declining teaching quality, manifested through increasing examination malpractices, rote learning, holiday coaching, examination-oriented teaching, and part-time teaching by many teachers.
This study was anchored on Taylor’s Scientific Management Theory, which emphasises the need to monitor actual worker performance against set standards and provide continuous training to improve performance (Rue & Byars, 1992). Quality teaching and learning require teachers to align their practices with national standards set by NCDC and DES. Head teachers and school inspectors should continuously supervise teaching to assess conformance to standards, identify challenges, and take corrective action to improve pedagogical practices (Zepeda, 2010; Ayeni, 2011). Such corrective action may be temporary or permanent and includes teacher professional development aimed at addressing identified gaps.
The study focused on two main concepts: teacher professional development and quality of pedagogical practices. According to Wanzare and Da Costa (2000), teacher professional development refers to training approaches aimed at improving teachers’ instructional methods, their ability to address students’ needs, and their classroom management skills. Fullan (1995), cited in Ayeni (2011), defines it as any formal or informal in-service training designed to meet the changing demands of the teaching profession. In this study, teacher professional development was conceptualised as in-service training aimed at the continuous improvement of teachers’ skills and knowledge to respond to emerging educational changes. Common approaches include induction of new teachers, coaching, and training workshops (Zepeda, 2010; Musaazi, 2006).
Induction refers to the process of helping new teachers adjust to their roles by providing them with information, support, and a sense of belonging in the school community (Musaazi, 2006). Coaching is a one-on-one supportive relationship in which experienced teachers offer guidance and feedback to less-experienced colleagues to improve performance (Maicibi, 2007). Training workshops, typically lasting three to ten days, involve presentations by resource persons followed by group activities and plenary discussions aimed at sharing knowledge and experiences (Musaazi, 1982).
In this study, pedagogical practices refer to the various tasks, activities, and approaches that facilitate effective teaching and learning (Lakkeal, 2011). These include preparing schemes of work, lesson plans, and teaching aids; setting and marking exercises promptly; and conducting remedial teaching (MoES, 2012). Quality of pedagogical practices, therefore, refers to teaching practices that conform to the guidelines and standards set by the Directorate of Education Standards (DES) and the National Curriculum Development Centre (NCDC).
