In-service training opportunities among secondary school teachers in private schools.

Abstract

In-service Training (INSET) opportunities among secondary school teachers in Private Schools. This study investigated the availability of INSET opportunities among teachers in private secondary schools in Zambia (2001). Ten schools, five from Lusaka and the other five from Copperbelt Province were randomly selected for investigation in 2001. The instruments used in data collection included a structured questionnaire and semi-structured interview guide. The collected data provided both quantitative and qualitative information.The method called (SPSS) was employed to analyse the quantitative data. The data was presented in form of tables, percentages, graphs, and charts. Qualitative data from interviews was coded and emerging themes were grouped into categories using constant comparative analysis technique. The themes and categories of the initial data were compared with those in subsequent interviews. Then the categories were regrouped to get the most significant categories and themes. The tables, percentages, graphs and charts were used to test the following four major propositions: (a) Availability of INSET among secondary school teachers in private schools. (b) Factors that influence INSET provision to teachers in private schools. (c) Problems faced by teachers and school authorities regarding INSET participation.(d) Views of teachers, proprietors and Ministry of Education regarding current provision of INSET among teachers in private schools. The findings of the study revealed that there was inadequate INSET opportunities among secondary school teachers in private schools. The major cause of this was inadequate support from school administration and poor conditions of service. The other factors revealed by the study were inadequate financial resources, poor co-ordination between Ministry of Education and private schools, ir. ,dequate time for INSET and non-availability of IN?n.T information. Other findings were that in spite of government's concern on INSET provision to all those involved in education, the National Education Policies have not been as effectively implemented as to enable the Ministry of Education achieve all INSET goals. The 1996 education policy in Zambia revealed that the Ministry of Education would provide INSET to teachers of private schools but there were no guidelines to be followed by both private schools and the Ministry of Education. Furthermore, the study showed that the majority of teachers in private schools were in need of in-service training. The response from teachers revealed that they were unable to enroll in some high institutions of learning because INSET programmes were usually carried out during school days and that there were no provisions for evening classes on

INSET for teachers. The study also revealed that the majority of teachers have not been exposed to INSET whilst serving in private schools.Since a large number of teachers in private schools have not been exposed to INSET and are interested in INSET, it can be said that private school administrations should start to support INSET for their teachers and that the Ministry of Education should extend their INSET provisions to teachers in private schools.