The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each other. This study used the Delphi technique to achieve consensus on valid TPI indicators across African and Asian regions. Fourteen researchers from the Asia-Africa University Dialogue Network for Educational Development (AAD) were selected using purposive sampling. TPI in this study is defined as a multifaceted concept comprising contextual and personal factors that differ across national borders. The indicators in the questionnaire represented personal, social and institutional factors perceived by teachers and outlined in the literature. In the Delphi study process, the researchers used three rounds to validate the initial 40-item TPI questionnaire. Subsequent analysis of the results indicated high importance and consensus among experts. Owing to its standardized procedure, the TPI questionnaire makes it possible to collect and compare the TPI dimensions from the different socio-economic contexts in which teachers work in Africa and Asia. The findings of this study guide African and Asian researchers on the common understanding of TPI characteristics prevalent across African and Asian regions. Research protocols for fostering quality research toward addressing challenges faced by the teacher education sector in African and Asian countries is also implied.
This study evaluates stakeholders’ perceptions of the actualisation of the formal, non-formal, as well as guidance and counselling curriculum in Uganda’s Seed secondary schools. Using a stratified four-stage cluster design, twelve Seed secondary schools, 630 students from senior three and four, and 93 teachers were randomly selected. Using purposive sampling, eight school administrators, four officials from the Directorate of Education Standards (DES), and 48 parents, were selected. Data collection was through administering interviews with school administrators and DES officials, conducting focus group discussions with teachers and parents, and self-administered questionnaires to students. A document review of institutional files and documents was done. Qualitative data was analysed using thematic coding and major themes emerged from the analysis; quantitative data was analysed using SPSS software. Findings on the actualisation of the formal curriculum show low levels of lesson preparations, teacher punctuality, parents’ monitoring of students learning, formative assessments, full-time teaching, equipped science laboratories, and the presence of computer laboratories, digital resources, and ICT teachers. Concerning the implementation of the non-formal curriculum, findings reveal inadequate time, facilities and equipment for co-curricular activities, several stakeholders managing discipline among students including prefects, disciplinary committees, parents, and the disciplinary committee of the board of governors, and poor medical care for students since the posted nurses abscond from duty. Lastly, concerning the implementation of guidance and counselling curriculum, findings indicate that several mechanisms like guidance and counselling programs, the existence of a career’s master/mistress, class visiting days are missing in most of the schools, and the psychosocial needs of students were not met. It is concluded that, to a large extent, a significant gap exists in the implementation of the official curriculum in seed secondary schools of Uganda. The study recommends the recruitment of more teachers on the government payroll in all seed secondary schools in the country. This will make teachers available at the school for consultation with students at all times. Construction and equipping of both science laboratories and computer laboratories in all seed secondary schools. Regular monitoring and close supervision of seed secondary schools by the relevant organs of the Ministry of Education and Sports should be effectively carried out. There is a need for the construction of staff houses at seed schools to maintain teacher presence for the effective implementation of non-formal curricular activities.
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