dc.contributor.author |
Beyuo, V |
|
dc.date.accessioned |
2023-02-22T11:18:41Z |
|
dc.date.available |
2023-02-22T11:18:41Z |
|
dc.date.issued |
2016 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1421 |
|
dc.description |
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University Of Education, Winneba, in partial fulfilment of the
requirements for award of Master of Philosophy (Educational Leadership)
degree
JUNE, 2016 |
en_US |
dc.description.abstract |
The study assessed the extent to which INSET programmes organised for SHS
teachers in the Kumasi Metropolis enhanced their performance. It specifically
investigated the needs assessment that goes into the organisation of INSET, the
impact of INSET on teacher performance, identified the feedback and evaluation
programmes that are used to assess teachers after INSET and the challenges in
organising and evaluating INSET. A mixed method approach using descriptive survey
and interview was adopted. Simple random sampling was used to sample the ten
schools out of the 19 schools in the Metropolis. Yamane’s (1967) formula for sample
size determination was used to determine the 273 respondents out of the 1907
teachers. Purposive sampling was used to sample the head teachers and organiser of
INSET. Mean ratings, percentages, standard deviation and correlation were the
statistical tools used to analyse the data. The interview was transcribed for
interpretation. Findings of the study included; teachers’ needs and interest were not
assessed prior to INSET, there were almost no follow- ups and funding was a great
challenge. The conclusions were; teachers were not likely to be interested in INSET
programmes because their needs were not met, INSET were not organised effectively,
INSET organisers are not able to ascertain whether what teachers are taught during
INSET is practised since there was lack of effective evaluation of INSET, teachers
may not get the needed assistance to implement what they were taught once there was
lack of continuous follow-up and availability of funds, teaching learning resources
and physical facilities are likely to improve the quality of INSET organised in the
metropolis. The study recommends that the planning, implementation and evaluation
of INSET be decentralised, continuous follow-up should be made part of the
organisation of INSET programmes and long term funding sources be accessed. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University Of Education,Winneba. |
en_US |
dc.subject |
In- service training |
en_US |
dc.subject |
Education |
en_US |
dc.title |
Examining in- service training and education for teachers in senior high schools in the Kumasi metropolis of the Ashanti region |
en_US |
dc.type |
Thesis |
en_US |