An Assessment of the Effectiveness of School-based Staff Development Programmes in Secondary Schools of Lupane District of Zimbabwe
Thembinkosi Tshabalala, Alfred Champion Ncube, Mufunani Tungu Khosa
Journal of Education, Society and Behavioural Science · pp. 245–253 · Published 19 Mar 2015
10.9734/BJESBS/2015/14557Abstract
Staff development is crucial as it equips workers with life long survival skills on their jobs. Staff development also bridges the gap between the teachers’ available acquired skills and the new teaching skills required in the curriculum. Staff development is therefore concerned with the expansion of knowledge and skills of teachers so that they contribute to their growth in relation to their jobs and improve student learning through enhanced performance by the teachers. This study sought to evaluate the effectiveness of school based staff development programmes in Zimbabwean secondary schools using the quantitative paradigm. The study employed the survey descriptive design. The target population comprised all schools in Lupane District using a sample of 110 teachers and heads composed of 56 females and 54 males. All the information was collected using a questionnaire which had both close-ended questions and open-ended questions. The study revealed that lack of follow up evaluation sessions to staff development programmes affect the effectiveness of staff development design and implementation. The study also revealed that time allocated to staff development programmes was not adequate resources. The study recommends that there should be adequate resources to effectively plan and implement staff development programmes and that staff development programmes must be allocated enough time for them to be effectively carried out.
References (12)
- 1 Research Methods in Education [DOI]
- 2 Research in Education
- 3 1. The Meaning of Educational Change, 1982 [DOI]
- 4 Supervision: Human Perspectives
- 5 Staff Development and School Change [DOI]
- 6 Supervisory behavior in education
- 7 The management of change
- 8 CHANGE FORCES: IMPLEMENTING CHANGE IN A SECONDARY SCHOOL FOR THE COMMON GOOD
- 9 How Principals Work with Other Change Facilitators [DOI]
- 10 Educational staff development
- 11 The Role of the Principal in the Implementation of a Gifted Education Program in a School [DOI]
- 12 DIFFERENTIAL EFFECTS OF SOME COUNSELING INTERVENTIONS ON COGNITIVE OUTCOMES IN SECONDARY SCHOOL MATHEMATICS IN NIGERIA
Cited by 0
No indexed citations yet.
Related research
- The Skills of Cardiopulmonary Resuscitation in Some Professional and Student Teachers Compared — shares topic coverage
- Theoretical Knowledge of Cardiopulmonary Resuscitation among Some Nigerian Primary and Secondary School Teachers — shares topic coverage
- Teacher –Students Relationship and Its Influence on Students’ Academic Performance in Senior Secondary Schools in Sokoto State, Nigeria — shares topic coverage
- Assessing Financial Freedom among Teachers in the New Normal — shares topic coverage
- Professional Burnout and Job Satisfaction among Physical Education Teachers in Greece — shares topic coverage
Article metrics
Real usage data collected on this platform.
77
Page views
0
PDF downloads
17
Outbound clicks
0
Citations
Views over time
Views by country
Approximate, from request IP at view time — not citizenship or institution. Countries with fewer than 5 views are grouped as "Other".
Traffic sources
Referring site, by host.
Views and downloads exclude known bots/crawlers. Citations combines this platform's own DOI-resolved index with each external source's own reported total — see Cited by above for individually listed citing works. Last refreshed 0 seconds ago.