Continued Professional Development Among Secondary
Agricultural Education Teachers in Uganda, A Case Study
Brian Kibirige, Drs. Dustin Perry, Carl Igo, Tena Versland, Michael Walach & John Ricketts
Introduction
In 2020, the Ministry of Education and Sports
(MoES) and the National Curriculum Development
Center (NCDC) in Uganda introduced a
competence-based curriculum (CBC) loosely
referred to as the new lower secondary school
curriculum. This CBC offers 21 subjects, aiming to
deliver practical education, meaningful learning and
focuses on imparting essential 21st century and
workplace skills to Ugandan students (Chemonges,
2020; NCDC, 2019).
Unfortunately, past research about teacher issues in
Uganda indicates that many secondary school
teachers receive poor pre-service teacher training at
teacher preparation colleges and receive little to no
in-service training during their teaching careers
(Nakabugo et al., 2014; TISSA 2013; Mulkeen et
al., 2007).
Consequently, these teachers have inadequate
teaching or pedagogical skills, and this affects their
quality of teaching which in turn affects students’
academic outcomes. If the new curriculum is
implemented without retraining and continuously
training teachers, there are fears that the education
sector, especially secondary education, will obtain
the same poor education outcomes (Chemonges,
2020).
Theoretical Framework
This study was guided by two theoretical
frameworks, the Adult Learning Theory by Knowles
(1980) and Roger’s Diffusion of Innovation Theory
(2003). Teacher continued professional
development (CPD) is a complex learning activity
influenced by a complex set of interacting personal,
institutional, and contextual factors (Njenga, 2022).
Therefore, the Adult Learning Theory views teacher
CPD as a self-directed and goal-oriented activity,
while the diffusion of innovation theory situates
teacher CPD in Uganda as an innovation or new
educational practice that requires agricultural
educators to adopt the new CPD ideas process
(Njenga, 2022; Rogers, 2003).
Purpose
To identify the existing professional needs among
secondary school teachers of agricultural education
in Uganda. As such, five specific research objectives
guided this study:
1. Profile the educational background of
Ugandan secondary agricultural education
teachers.
2. Identify the kind of continuous professional
development activities that Ugandan
secondary agricultural education teachers
participate in.
3. Assess the perceptions of Ugandan secondary
agricultural education teachers towards the
available CPD programs.
4. Establish the level of subject content
knowledge among majority of Ugandan
secondary agricultural education teachers.
5. Determine if pedagogical gaps exist among
Ugandan secondary agricultural education
teachers.
Methodology
In this study, a concurrent mixed methods case
study research design was utilized. 71 purposively
selected secondary agricultural education teachers
were involved.
A modified Judd-Murray Agricultural Literacy
Instrument (JMALI) combined with a Professional
Development questionnaire, and three open-ended
interview questions were administered to
participants using Qualtrics survey and later using
WhatsApp.
Quantitative and qualitative data were separately
analyzed and later integrated to develop a complete
view of the collected datasets (Morse, 2010).
Collected quantitative data was analyzed using
Qualtrics program and Microsoft Excel software to
derive descriptive statistics.For qualitative data,
content and thematic analysis of recorded interview
responses was done using Nvivo to create themes
on CPD programs in Uganda.
Results
Objective 1: Personal Biodata, 52 trs (46 M, 06 F)
Objective 2:
A significant difference on CPD Interest mean
ranks between the three groups at p<.05
[F(2,48) = 12.86, p<.001]
Objective 3: A significant difference on
perception mean ranks between the three
groups at p<.05 [F (2,12) = 22.30, p<.001]
Objective 4: Teachers with a bachelor’s degree
scored relatively higher than other teachers.
Objective 5:
No significant relationship at p<.05 between
perceived competences and teacher’s career stage or
level of highest education
Questions
Is professional
Themes
Skills development
development important to Effective learner engagement, effective pedagogy, staying professionally abreast, problem- solving skills, classroom
you as a teacher and why? management, curriculum interpretation, lesson plan development, motivation for service,
fosters research
Self-development
Career growth, competence, confidence, credibility, commitment, life-long learning
Transferable benefits
educational technology, employment, promotion, and networking opportunities
What challenges do you Accessibility
have accessing professional
development in Uganda?
No national CPD program, Long distances, lack of continuity, inadequate skilled human resource, lack of online CPD
programs, Lack of training info, few training programs
Administrative and Financial Constraints
Low teacher pay, absence of funding for CPD activities, higher costs of advanced education, lack of financial support from
school leaders, No paid leave days, and lack of scholarship opportunities for teachers.
Technological Constraints
Lack of computers, No clear goals on CPD, high internet costs, unreliable internet service, computer illiteracy, poor teacher
attitude towards CPD activities
Time Constraints
Long distance
Conflicting schedules during academic term
Poor scheduling of CPD activities
What can be done to make Institutionalization of CPD programs
professional development
worthwhile?
Mandatory CPD requirements, sensitization, decentralization, scheduling CPD during school breaks
Attitude of Importance for Teachers and School Leaders
Financial support, Early communication, Merit based promotion, school-based CPD, better teacher pay, close monitoring
Personal Initiatives
Self ownership of CPD, embracing digital literacy, attaining advanced education, utilization of the internet for professional
development
Conclusions
• Majority of Ag teachers are male and participate
in at least 1 CPD/year.
• Majority of Ag teachers are at the developing
level of subject content proficiency.
• High interest in CPD attendance related to
subject content PD (17 key areas identified).
• Teachers have varying preferences for attending
the listed 17 CPD training areas.
• Preference for hands-on and in-person CPD held
during school breaks.
Recommendations &
Implications
• Operationalization of the CPD Framework and
the National Teacher Policy
• Delivery and Timing of Professional
Development Trainings
• Formation of a National Association for Ugandan
Agricultural Education Teachers
• Conducting CPD training on Subject Content
Areas in the Agricultural Syllabus
• Enactment of Teachers Act
• Update of Initial Teacher Training Curricula
Programming of CPD Activities at a National
Level
• School-Based CPD Activities