Comparative Study of In-serviced and Non-in-serviced Teachers on the Effectiveness of Teaching Performance in Public Secondary Schools: A Study of Arusha City, Tanzania

Kennedy Omondi Otieno
School of Education
St. Augustine University of Tanzania (SAUT), Arusha
Email: omondiken2016@gmail.com

Jimmy Mrema
Olmoti Secondary School
Email: jimmymrema2047@gmail.com

Abstract: This study examined the relationship between in-serviced and non-in-serviced teachers on the effectiveness of teaching performance in public secondary schools in Arusha City Council, Tanzania. Correlation survey and Sequential Explanatory Designs were adopted. A sample size of 116 involving 8 school heads, purposively sampled while 54 in-serviced teachers (IST) and 54 non-in-serviced teachers (NIT) were sampled using both stratified and simple random sampling. Questionnaire and interview guide were drawn to collect quantitative and qualitative data respectively. Split Half method was used to determine the reliability of the questionnaires and the correlation coefficient value of 0.88 for IST’s questionnaire and 0.90 for NIT’s questionnaire was reported. The hypothesis was tested using Chi-square (χ2) at 0.05 significance level. For first hypothesis, there was significant relationship between performance of in -serviced teachers and non-in-serviced teachers {χ2 (2) = 23.286, p = 0.000}. For hypothesis two, there was significant relationship between subject competency of in-serviced teachers and non-in-serviced teachers {χ2 (2) = 7.836, p = 0.020}. Since the p-value was less than the significance level (0.05) in both tests, the null hypothesis was rejected and alternative hypothesis was accepted. In conclusion, IST acquires knowledge and skills in management of human, material, time and financial resources. Therefore, the study recommends a need for in-service teacher training because it brings attention towards constantly modernizing and updating the professional skills and knowledge of teachers.