PAPER ID: TAGJ12092516

The Relationship Between Professional Skills Development and Teachers’ Performance in Government Aided Primary Schools in Mbarara City 

South Division

Nankunda Yvonne*, Barugahare Jotham Tumwine, Tutegyereize Jean

Faculty of Education, Arts and Media Studies (FEAMS)

Bishop Stuart University, P. O. Box 09, Mbarara, Uganda.

*Email: [email protected]

Abstract

The study examined the effect of professional skills development on teachers’ performance in Government-Aided Primary Schools in Mbarara City South Division. A cross-sectional research design was used, and data was collected from Government-Aided Primary Schools in Mbarara City South. A mixed research approach, incorporating both qualitative and quantitative methods, was employed. The researcher selected six schools from each division, making a total of 18 schools. The findings revealed a statistically significant positive correlation (r = 0.194, p < 0.01) between professional skills development and teachers' performance. It was concluded that professional skills development has a significant positive impact on teachers' performance. The study recommended that school administrators provide regular professional development opportunities for teachers, such as workshops, training sessions, and coaching. Additionally, teachers should strive for instructional excellence through thorough preparation, the creation of inclusive learning environments, and the provision of constructive feedback.

Keywords: Relationship, Professional Skills Development, Teachers’ Performance, Government-Aided Primary Schools

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