In-service Teacher Education and Teacher Performance

This study investigated the effect of in-service teacher education on performance of teachers in public secondary schools in Hargeisa district. In-service teacher education was characterized by formal attendance for at least six months continuous teacher education program by an already practicing teacher, for certification. Teacher performance was defined as class management, teaching methodologies, teacher preparation, and lesson evaluation. The problem of the study was the low performance of teachers in public secondary schools in Hargiesa district. The study established that in-service education had significant effect on class management, t (151) = 2.405, = .017. But in-service education does not have a significant effect on teaching methodologies, t (151) = 1.586, = .115; on teacher preparation, t (151) = .000 .050; or on lesson evaluation, t (151) = .000 .050. The study concludes that in-service teacher education does not affect performance of teachers in public secondary schools in Hargeisa district. The study recommends that standards be set by the Ministry of Education and Higher Studies and a policy on standards of class management.

Autorentext
Abdirahman M. Ismail, MEd: Studied bachelor of education (Sci) and master of of Educational Policy and Planning at Amoud University, Somaliland. A chemistry tutor in Amaano Boarding and Day School, Hargeisa - Somaliland.