Quality assurance mechanisms and professional development activities of teachers in selected primary schools in Mbita Urban Zone, Mbita District, Kenya
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Date
2012-04
Authors
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Journal ISSN
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Publisher
Kampala International University,College of Education,Open and Distance -Learning.
Abstract
The research determined the correlation between quality assurance mechanisms and teacher professional development activities in Mbita Urban Zone of Mbita District
It was a cross-sectional and descriptive correlation survey design. Purposive sampling procedure was used to sample out the schools.The statistical tool used was an adopted questionnaire based on the liker scale and analyzed using percentage distribution techniques, mean & standard deviation and Pearson’s correlation coefficient. The findings revealed that the head teachers and education officers demonstrated
satisfactory effectiveness in their operations as quality assurance officers. The mechanisms were based on performance management practices, evaluation strategies and building of social capital Professional development activities had a satisfactory impact on the teachers’ professionalism. The impacts of the existing programs rated
fairly. Teachers demonstrated a high level need to participate in such activities while most teachers find the programs too expensive to afford. The study established that there is a significant relationship between quality assurance mechanisms and levels of professional development activities. The cost of learning poses a major hindrance to professional development. ICT skills in teaching exhibited the highest level of need
There is also need for skills in handling learners with special needs as well as those with behavior problems. Lack of support from the employer too was cited as a major hindrance. The study recommended that to strengthen quality assurance operations in our school open communication and feedback mechanism should be reinforced.
Professional development should be a continuous activity and compulsory to all practicing teachers. The cost of professional development activities should be reduced to a level proportionate to teachers’ income. Induction, coaching and bench-marking
must be included in schools formal programs as well as at the district level
Prerequisites based on qualification should not deter teachers from participating in professional development activities as those with low qualifications seem to have the highest level need
Description
A Thesis presented to the School of Higher Degrees and Research Kampala International University Kampala, Uganda In partial fulfillment of the requirements for the Degree of Master of Education Management Administration
Keywords
Quality assurance mechanisms, Professional development activities, Teachers, Primary Schools, Kenya