TABLE OF CONTENTS
AKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
CHAPTER ONE 1
INTRODUCTION 1
1.0 Introduction 1
1.1 Background to the study 1
1.2 Problem Statement 3
1.3 Purpose of the study 4
1.4 Specific Objectives 4
1.5 Research Questions 5
1.6 Conceptual frame work 5
1.8 Significance of the Study 6
1.9. Scope of the Study 7
1.9.1 Geographical Scope 7
1.9.2 Content Scope 8
1.9.3 Time Scope 8
CHAPTER TWO 9
LITERATURE REVIEW 9
2.0 Introduction 9
2.1 Theoretical Review 9
2.2 Actual Review of literature 9
2.2.1 Training and performance of primary school teachers 9
2.3 Case Study and performance of Primary school teachers 10
2.4 Retraining and performance of primary school teachers 11
2.5 In-service and perfonriance of primary school teachers 12
iv
CHAPTER THREE .13
METHODOLOGY 13
3.0 Introduction 13
3.1 Research Design 13
3.2 Study Population 13
3.2.1 Area Population 13
3.2.2 Sample Size 14
3.3 Sampling Techniques 14
3.4 Data Collection Methods 15
3.4.1 Questionnaires 15
3.4.2 Interviews~ 15
3.5 Data Collection Instruments 16
3.6.2 Data Analysis 16
3.7 Validity and Reliability of Research Instruments 17
3.7.1 Reliability 17
3.8 Procedures for Data Coilectiow 17
3.9. Ethical issues 17
CHAPTER FOUR 18
PRRSENTION, DISCUSSION AND ANALYSIS 18
4.0 Introduction 18
CHAPTER FIVE 29
SUMMARY, CONCLUSION AND RECOMMENDATION 29
5.0 Introduction 29
5.1 Summary 29
5.1.1 Training and performance 29
5.1.2 Case study training 29
5.2 Conclusion 29
REFERENCES 31
CHAPTER ONE
INTRODUCTION
1.0 Introduction This chapter presents the background of the study, the problem statement, general objective, and specific objectives, and research questions, scope of the study, significance of the study, justification and operational definitions. 1.1 Background to the study Training is important in building and improving skills and knowledge of people. In the US, 40% of adult are functionally illiterate, and experts have defined literate as individuals who have acquired a sixth grade education or level (Bihiander, et al: 2001). According to Sierra & Rico (1996), performance of primary school teachers in Spain who acquired specialty training in mathematics, music and foreign language improved. In the UK, newly qualified teachers serves probationary period of one year, upon being monitored and supported for development, are encouraged to join in-service training to pursue continuing professional development relevant to their own responsibility and development of the school (http://ww2.prospects.ac.u~p/typesofjob/primary_schoolteachersiraining~Isp) According to Ministry of Education, Pakistan (1999), primary school teachers don’t have sufficient opportunity for in service training on a continuous and regular basis. This account for the poor performance of teachers. Only a few primary school teachers from public sector do attend the limited number of in service training after 5 years on the job. In Kenya since independence, Eshiwani (1993) observed that most of the districts by 1976 had 30% of their primary school teachers untrained. This prompted the 1 government to reduce in-service training from two years to one year. This move gives us the impression that training is ubiquitous to quality and performance of teachers. When Uganda attained her independence in 1962 training became very vital since most of the citizens were not trained especially in professional areas. The few government schools by then could not employ many teachers besides most of them were foreigners. This is so since not many teachers were trained let alone gone through refresher courses. This adversely affects performance of the schools. Lira was a little known district although the presence of the then president Milton Obote made the area known politically but nothing much was done to teachers’ development.
