Formal teacher professional development and academic performance of ‘O’ level students in core ‘O’ level science subjects in selected secondary schools in Central Uganda: a cross-sectional study
DOI:
https://doi.org/10.64792/hw4r3s26Keywords:
Formal Teacher Professional Development, Academic Performance, Core Science SubjectsAbstract
Background:
This study examined the effect of formal teacher professional development (TPD) on the academic performance of ‘O’ Level students in the compulsory core science subjects (physics, chemistry, and biology) in selected secondary schools in Central Uganda.
Methodology:
Utilizing a sequential explanatory mixed-methods design, the research gathered data from 547 respondents, comprising 213 science teachers and 334 ‘O’ Level students. Data collection relied on a triangulated approach including researcher- and self-administered questionnaires, semi-structured key informant interviews, and documentary reviews of inspection and academic records. The research instruments demonstrated high scientific rigor, achieving a Content Validity Index of 0.891 and an overall Cronbach’s alpha coefficient of 0.908.
Results:
Quantitative analysis using Pearson correlation revealed a positive yet weak and statistically significant link between formal TPD and student academic performance (r = .188, p = .006). Descriptive data indicated high teacher collaboration on pedagogical techniques within schools (M = 4.61, SD = 0.593) and a strong commitment to applying new methods in the classroom (M = 4.75, SD = 0.515). Nevertheless, the weak correlation suggests that participation in training alone does not guarantee high academic achievement. The transformative impact of formal TPD depends heavily on post-training factors, such as ongoing peer collaboration focused on content, active classroom implementation, systematic school monitoring (M = 4.48, SD = 0.731), and constructive administrative feedback (M = 4.41, SD = 0.776).
Conclusion:
The study emphasizes that educational stakeholders should shift from one-time, compliance-based training to fostering ongoing, school-embedded learning communities complemented by strong follow-up systems.
Recommendation:
Educational stakeholders should prioritize continuous, school-based teacher professional development rather than relying on occasional training workshops.
References
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2. A Meta-analysis for math teachers’ professional development and students’ achievement. (2025). Education Sciences, 15(9), 1156. https://doi.org/10.3390/educsci15091156
3. Visscher, A. J., Dmoshinskaia, N., Pellegrini, M., & Rey-Naizaque, A. (2025). (When) do teacher professional development interventions improve student achievement? A meta-analysis of 128 high-quality studies. Educational Research Review, 49, 100742. https://doi.org/10.1016/j.edurev.2025.100742
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Copyright (c) 2026 Elizabeth Ochieng Onayemi, Prof. Joyce Bukirwa Ssesanga, Dr. John Paul Kasuja (Author)
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