Teachers’ Professional Development Practices and Teaching of Mathematics in Private Secondary Schools in Mbale City, Uganda.
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Date
2026
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Abstract
This study examined teachers’ professional development practices and their influence on the teaching of mathematics in private secondary schools in Mbale City, Uganda, addressing the problem of inadequate and inconsistently implemented teachers’ professional development practices, which has affected the effectiveness of mathematics instruction. The study was guided by three objectives: to determine the effect of teachers’ training practices, assess the impact of mentorship practices, and examine the influence of collaborative practices on mathematics instruction. The study was anchored on Constructivist Learning Theory, which emphasizes reflective and interactive learning as essential for improving instructional effectiveness. A descriptive correlational design was employed within a mixed-methods approach. The study population comprised 148 respondents, including 90 mathematics teachers, 29 head teachers, and 29 heads of mathematics departments from 29 private secondary schools in Mbale City. A sample of 108 respondents was determined using Slovin’s formula and selected through purposive sampling to ensure relevant experience and knowledge. Quantitative data were collected from 79 respondents using structured questionnaires and analyzed using descriptive statistics and Pearson correlation in SPSS Version 25. Qualitative data were obtained from 29 key informants through semi-structured interviews and analyzed thematically. The findings revealed that teachers’ training practices had a strong positive and statistically significant effect on mathematics teaching (r = 0.769, p < 0.05). Mentorship practices showed a very strong positive and significant influence (r = 0.856, p < 0.05), while collaborative practices also demonstrated a strong positive and significant relationship (r = 0.732, p < 0.05). These results indicate that professional development enhances instructional quality through improved content delivery, pedagogical skills, and collaborative learning. The study concluded that professional development practices significantly influence mathematics teaching, with mentorship having the strongest effect. It is recommended that schools strengthen structured mentorship programs, promote continuous training, and support collaborative practices to improve teaching effectiveness and student outcomes