Teachers’ Professional Development and Job Performance in Selected Secondary Schools in Ibanda Municipality Uganda

Abstract

The study examined the relationship between teachers’ professional development and teachers’ job performance in secondary schools in Ibanda Municipality. A cross-sectional descriptive survey design using a quantitative approach was used in the collection, analysis, interpretation, and presentation of data. The target population consisted of headteachers, teachers, and the directors of studies. Using Morgan and Krecjie’s table of sample size determination, the study used 19 headteachers, 470 teachers, and 20 directors of studies. Simple random sampling and purposive sampling were used to select the sample size. Data was collected using a closed-ended questionnaire. Findings revealed a positive correlation between professional development and the performance of teachers. Teachers’ professional development is very critical in job performance since it helps teachers to improve subject mastery, teaching methods, general attitude, and beliefs towards work, and diverse learning activities. The study recommends sequential professional development activities for all teachers. School administration should have a specific budget for teachers’ professional development. There should be deliberate efforts by school supervisory bodies like Board Governors and district education officers to ensure teachers’ professional development. This would encourage professional development. A promotional criterion that focuses on the extent of professional development should be adopted by schools