International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 7, Issue 3 (May-June 2025) Submit your research before last 3 days of June to publish your research paper in the issue of May-June.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 7 Issue 3
May-June 2025

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Teacher Professional Development Strategies and Performance of Teachers in Public Secondary Schools in Jinja Southern Division, Uganda

Author(s) Mr. Ibrahim Ntembe, Prof. Dr. Madinah Nabukeera, Prof. Dr. Musa Matovu, Dr. Ssali Muhammadi Bisaso
Country Uganda
Abstract The study examined the relationship between teacher professional development strategies and their performance in public secondary schools in Jinja Southern Division, Uganda. The study was steered by three specific objectives; i) To examine the relationship between training and teachers’ performance, ii) To examine the relationship between mentorship and teachers’ performance, and iii) To examine the relationship between self-directed learning and teachers’ performance in public secondary schools in Jinja Southern Division, Uganda. The study embraced a correlational research design combined with a quantitative approach. A sample of 52 participants was used consisting of head teachers and teachers from two selected public secondary schools in Jinja Southern division. The Descriptive and correlation analysis were utilized to give answers to the study phenomenon. The results indicated a statistically strong positive and significant relationship between training and performance of teachers. Results also indicated that, there is a statistically strong positive and significant relationship between mentorship and performance of teachers. Results further indicated a statistically strong positive and significant relationship between self-directed learning and performance of teachers in public secondary schools in Jinja Southern Division, Uganda. Therefore, the study concludes that teacher professional development strategies such as training, mentorship, and self-directed learning have a positive and substantial relationship with performance of teachers in that an enhancement in the different teacher professional development strategies resultantly leads to an enhancement in performance of teachers in public secondary schools in Jinja Southern Division, Uganda. The study recommends that schools should offer specialized training to teachers in new teaching methods, classroom management, and subject-specific expertise and also encourage teachers to participate in regular training workshops, seminars, and certification programs which would influence an improvement in the performance of teachers in public secondary schools in Jinja Southern Division, Uganda.
Keywords Training, Mentorship, Self-Directed Learning and Teacher Performance.
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-06
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.47040
Short DOI https://doi.org/g9pzvv
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 3Cover Page Vol 7 Isu 2Cover Page Vol 7 Isu 1

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com