The Infl uence of Universities on Teacher Effectiveness at the Secondary School Level in Uganda : Kyambogo University as a Case

Otaala Justine

Maani John S.

Bakaira Godfrey G.

CICE叢書5 Africa-Asia University Dialogue for Educational Development : Final Report of the Phase II Research Results : (3) Teacher Professional Development

This study focused on establishing how the university teacher-education curriculum affects the performance of secondary school teachers. Following a descriptive survey research design, lecturers, university students, secondary school teachers and students assessed teaching and learning in their institutions. This study established that most lecturers and secondary school teachers use lecture (teacher-centred) methods. Theoretical teaching is widely practiced at both school and university levels. Teachers appreciated academic empowerment from lecturers but expressed reservation about the methodologies and management of school practice. Other factors, such as national examinations, instructional materials and teachers' remuneration also infl uence teachers' performance. It was recommended that lecturers undergo short pedagogical courses and that school practice be improved upon. The university teacher education curriculum and the examination system need to be reviewed. There exists a gap between training and practice. Universities have no mechanisms of following up and supporting their former graduates while in the field. Universities need to be more active in analyzing and improving issues concerning secondary school education than is the case now.

Teacher Effectiveness

curriculum

pedagogy

school practice

secondary school education

secondary school teachers

Education [ 370 ]

eng

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