Influence of Teacher’s Perception of in-Service Program on Quality of Teaching Mathematics

Abstract

Pre-service training is not adequate to last teachers for their entire career. Due to advancement in knowledge, technology and curriculum, teachers ought to update on teaching methodologies through In-service Education and Training (INSET). Teachers of Mathematics in Kenya have attended in-service program called Strengthening of Mathematics and Science in Secondary Education (SMASSE) INSET for the purpose of enhancing their skills and improving quality of teaching. However, this has not been translated into improved performance as expected. However there has been persistent poor performance in Mathematics in secondary schools in Kisumu County as revealed by the Kenya Certificate of secondary Examination results for the period 2012-2019 during which the mean score dropped from 34.00 to 20.45. This may deny students admission to scientific and technological professions at university due to low performance in the subject. The purpose of this study was to establish influence of teachers’ perception of in-service program on quality of teaching mathematics. The study was conducted in public secondary schools in Kisumu County and employed descriptive and correlational designs in which the dependent variable was quality of teaching mathematics and independent variable was teachers’ perception of in-service program. The study sample was 70 teachers representing 30% of the population of teachers found in the category of sub-county schools. Data collection instruments were Mathematics Teachers Questionnaire (MTQ) and Lesson Observation Guide (LOG). Quantitative data was analyzed using descriptive and inferential statistics. Pearson Product Moment Correlation Coefficient was used to determine the strength and direction of the relationship after which regression analysis was run to show the influence of teacher’s perception on quality teaching. The findings established that implementation of Activity, Students, Experiment, Improvisation /Plan, Do, See, improve (ASEI/PDSI), approach was the most significant variable among the four variables of in-service program. Based on the results, teachers to be in-serviced regularly, INSET Trainers to improve on their facilitation, school principals to support teachers to enable them embrace and implement ASEI/PDSI.