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The Influence of Training on the Academic Performance of Public Secondary School Teachers in Mwanza Region, Tanza
Abstract
This paper assessed the influence of training on academic performance of public secondary school teachers in Mwanza Region, Tanzania. The study was anchored on a Behaviorism Theory of Learning which claims that learning occurs when new behaviors or changes in behaviors are acquired through association between stimuli and response. Therefore the specific focus of this paper was to assess the influence of three learning processes (pre-service training, in-service training and teaching experience) on academic performance of public secondary school teachers. A descriptive survey research approach together with quantitative research approach were used by this paper. A population was 220 public secondary schools in Mwanza Region whereby 22 schools were selected for study using a convenience sampling method. A survey questionnaire instruments was used to collect data and obtained complete responses from 180 teachers in the selected schools. The research data were analyzed by descriptive statistics and Pearson Product Moment Correlation Coefficient. Overall results showed that pre-service training influenced positively academic performance of teachers if measured by regular classroom attendance and coverage of syllabus only. But in-service training influenced positively academic performance of teachers in all measures. Again, teaching experience influenced negatively academic performance of teachers if measured as regular classroom attendance and coverage of syllabus. It was concluded by this paper that training and teaching experience have both positive and negative influence on academic performance of public secondary school teachers depending on the nature of training and how performance is measured. The paper offers useful recommendations for use of pre-service training, in-service training and teaching experience in improving academic performance of public secondary schools in Mwanza Region.
