Teacher Training and its Impact on Assessment Practices in Government Practicing Schools in Mezam Division
DOI:
https://doi.org/10.58425/jetm.v4i1.334Keywords:
Teacher training, assessment practicesAbstract
Aim: This study examines how different aspects of teacher training such as duration, trainers’ knowledge, and curriculum content affect assessment practices in government primary practicing schools in Mezam Sub Division. Four objectives were set to examine the effects of the duration of teacher training, teacher trainers’ knowledge on assessment and the curriculum content of teacher training program on assessment practices.
Methods: The sample comprised 80 primary school teachers and 8 teacher trainers. A closed-ended questionnaire was used for the primary school teachers and an interview guide for teacher trainers was used to collect the mixed method research design data. Descriptive and inferential statistics were used for data analysis while thematic analysis was used for the qualitative data.
Results: Findings from research question one showed that the duration of teacher training has a significant effect on assessment practices in schools with a coefficient of determination of 0.345, P=0.000. Findings from research question two revealed that teacher trainers’ knowledge has a significant effect on assessment practices in schools with a coefficient of determination of 0.606, P=0.000. Lastly, findings from research question three suggest that the curriculum content of teacher training has a significant effect on assessment practices in schools with a coefficient of determination of 0.204, P=0.000.
Recommendations: It recommended that since the duration of teacher training college has been extended to two years, measurement and evaluation should be added as a subject in the teacher training program. Seminars and refresher courses should also be organized often for teachers and trainers to improve their assessment skills. Both formative and summative assessments should be considered as important in the teaching and learning process.
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Copyright (c) 2025 Ambei Moses Chu, Chongwain Lilly Oyoma Jehovah, Emmanuela Fonyuy
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