Paper ID: TAGJ24082506

The relationship between Teachers’ Continuous Professional Development Programs and work performance in government aided secondary schools in Kashaari South Constituency Mbarara District

Simon Twinamatsiko*, Dr. Kintu Denis (PhD), Dr. Bahati Ronald (PhD)

Faculty of Education, Arts and Media Studies (FEAMS)

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

*Email: [email protected] 

Abstract

This study examined the relationship between Teachers’ Continuous Professional Development Programs (TCPDPs) and work performance in government-aided secondary schools in Kashaari South Constituency, Mbarara District. A sequential research design was employed, and a sample of 165 respondents participated. Data were collected from both primary and secondary sources using questionnaires and interview guides. Quantitative data were analyzed using Pearson correlation, linear regression, and ANOVA, while qualitative data were analyzed thematically. Findings revealed a significant positive effect of TCPDPs on teachers’ work performance. Results further indicated that the level of teachers’ work performance is moderate, while TCPDPs demonstrated a strong and significant relationship with work performance in government-aided secondary schools in the constituency. The study concluded that TCPDPs significantly enhance teachers’ work performance. It was recommended that government-aided secondary schools in Kashaari South Constituency should provide regular opportunities for professional growth and skill enhancement. Additionally, headteachers should promote a sense of community among staff, encourage teamwork, and recognize teachers’ achievements.

Keywords: Teachers’ Continuous Professional Development Programs, Work Performance, Government-Aided Secondary Schools, Relationship

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