Effect and snags of provision of in-service education and training for teachers in basic schools for the deaf

Issaka, Cecilia Alimatu

doi:10.5897/ijeaps2018.0568

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Komba and Mwakabenga (2019) also point out that teachers learnt from the training content that was not related to their context of work. Similarly, Issaka (2018) found that the INSET training programmes were ineffective among teachers because of the discrepancy between teachers' needs and what the training provided. In addition, Tuncel and Cobanoglu (2018) found that INSET did not significantly contribute to teachers' professional development.…”

Section: Discussionmentioning

confidence: 99%

In-service training for improving the quality of English language teaching in Zanzibar’s secondary schools

Abdala,

Juma

2024

QAE

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Purpose The purpose of this study is to evaluate an in-service training (INSET) programme for improving the quality of English language teaching in Zanzibar’s secondary schools. Specifically, there were two objectives: i) to explore the teachers’ views on the zanzibar improvement students prospect (ZISP) training programme in improving the English language teaching techniques in secondary schools in Zanzibar and ii) to find out the organisational support provided to teachers when they are using the skills and knowledge acquired from the ZISP teaching programme. Design/methodology/approach The study used a qualitative research approach, particularly the case-study design. It used interviews to collect qualitative data that was analysed thematically. Twelve English language teachers from seven secondary schools who had benefited from the ZISP teaching programme and five headmasters from five schools participated in the study as respondents. Findings The study found that the ZISP training programme equipped teachers with pedagogical skills useful for preparing lessons and materials, using technology in teaching and providing timely feedback to students. In terms of support, teachers receive materials and motivation from various organisations. Research limitations/implications This study focused on ordinary teachers and headmasters. Nevertheless, other studies could use classroom observation, focus group discussion, document review or survey questionnaire to evaluate the impact of the programme and look at how the skills obtained are used in the teaching and learning of the English language. In addition, this study involved 12 participants who were teachers and headmasters, respectively. Other studies could include students, their families, employers and non-teaching staff. This would provide a holistic view of how the stakeholders perceive the INSET programme. Originality/value The study contributes to the body of knowledge regarding the benefits and organisational support teachers receive after participating in the INSET training programme in Zanzibar. Thus, teachers need regular exposure to INSET so that they improve the quality of their teaching.

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Section: Discussionmentioning

confidence: 99%

In-service training for improving the quality of English language teaching in Zanzibar’s secondary schools

Abdala,

Juma

2024

QAE

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“…The sampling technique used was random sampling. We determined the number of samples in this study using the formula recommended by Cecilia (2018), which resulted in 100 high school teachers. A total of three schools in East Jakarta were selected as an affordable population -these three represent the larger and most outstanding schools of the total schools.…”

Section: Participantsmentioning

confidence: 99%

Student creativity development: The role of teacher innovation and intrapreneurial school culture

Suparno

Firstianto²,

Nurjanah³

et al. 2023

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The entrepreneurial leadership of school principals is a top priority for developing teacher innovation. Creativity and innovation in economic learning also need to be developed in an intrapreneurial-based culture. This study aims to investigate the interconnectedness between school principals’ intrapreneurial leadership and teacher Innovation, and examine the role of creativity and school culture of public high school teachers in Indonesia. This research was conducted using a survey method in three public high schools in Jakarta of Indonesia. A simple random sampling method was applied to identify the participants of this research, which comprised 100 teachers. Teacher innovation is measured through developing methods, strategy, services, and opportunities. Principal intrapreneurship is measured through leadership daring to take risks, providing opportunity, being proactive, and developing technology. The school culture variables are also measured in values, applicable norms, tradition, and confidence. The data followed validity and reliability analysis, and it was tested using multiple linear regression. The results of the study indicate that the principal’s intrapreneurial leadership and school culture positively affect teacher innovation, either partially or simultaneously. Therefore, for the development of teacher innovation, there is a need to develop principal’s Intrapreneurial Leadership with risk-related courage, as well as school culture on compliance with applicable norms in work organizations.

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“…To this end, Edem et al (2020) noted that, though the adopting and integrating ICT in Ghanaian schools have been generally slow, the rate of adoption and integration has even been slower in schools for children with disabilities. For example, Alimatu Issaka (2018) observed that acquisition of competent ICT teaching staff as well as the ICT for facilitating the learning of other subjects is a major challenge in most of the schools for deaf in Ghana. The application of ICT into classroom instructional activities has recently gained much attention in the public discourse, particularly among developing countries (Moreira et al,2019).…”

Section: Introductionmentioning

confidence: 99%

Social Studies Teachers’ ICT Proficiency for Teaching in Schools for the Deaf in Ghana

Donkor,

Ghanney,

Wiafe

et al. 2023

BJE

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The study sought to examine how knowledge and skill in ICT of Social Studies teachers influence their teaching of the subject to students who are deaf in schools in Ghana. The study was hinged on the Social Cognitive Theory and Human Capital Theory and used convergent parallel design with the mixed methods approach. The population for the study comprised all JHS Social Studies teachers and headteachers numbering 42 in the 14 public schools for the deaf in Ghana. Census sampling was used to select all the 28 respondents (teachers) for the quantitative phase while convenience sampling technique was also used to sample 14 participants for the qualitative aspects of the study. Data was gathered through questionnaire for the quantitative data and analysed using descriptive measures (frequencies and percentages, means and standard deviations) while the qualitative data was accessed through semi-structured interviews and textually analyzed. The findings showed that the majority of Social Studies teachers handling deaf students possessed requisite knowledge and skills in ICT and showed interest in teaching the subject, nevertheless, only few of them employed ICT in teaching Social Studies. It is recommended that Social Studies teachers to students who are deaf be provided with computers and taken through regular in-service training to help them meet their special needs and other ICT tools.

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Effect and snags of provision of in-service education and training for teachers in basic schools for the deaf

Cited by 5 publications

References 6 publications

In-service training for improving the quality of English language teaching in Zanzibar’s secondary schools

In-service training for improving the quality of English language teaching in Zanzibar’s secondary schools

Student creativity development: The role of teacher innovation and intrapreneurial school culture

Social Studies Teachers’ ICT Proficiency for Teaching in Schools for the Deaf in Ghana

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