Article Number: DRJEVS98457028
DOI: https://doi.org/10.26765/DRJEVS98457028
ISSN: 2734-2174

Vol. 4(4) Pp. 123-130 June 2022

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Creative Commons Attribution License 4.0.


Original Research Article

Effect of SESEMAT Program on Professional Competency of Mathematics and Science Teachers: A Case of In-Service Secondary School Teachers in Busoga Region, Uganda

Muhamadi Kaweesi*

Aisha Mbeya

Musa Kasiita


Abstract

The Professional competencies are required to achieve the institution’s goals. As a result, the study looked into the effects of the SESEMAT program on the professional competencies of secondary school mathematics and science instructors. A descriptive survey design with quantitative research methods was used. The study was conducted in the Busoga region, with 270 government and private secondary schools, 1040 science and mathematics instructors, 160 chosen using a selective selection technique, and 10 secondary schools chosen at random. A self-administered questionnaire to instructors was used to collect data. To analyze quantitative data, descriptive statistics were utilized, and chi-square tests were performed using SPSS version 17. SESEMAT exercises, according to teachers’ perspectives, strengthened interpersonal relationships with other instructors in schools. There was no difference in how science and mathematics trained teachers perceived the benefits of the SESEMAT activities. Teachers in both private and public schools should be encouraged to attend SESEMAT INSETS to develop the competencies required for classroom delivery. According to the findings, secondary school principals should endeavor to modify teachers’ attitudes regarding the implementation of SESEMAT professional competencies.


In-service training, SESEMAT, professional competency, secondary schools


 Received: April 20, 2022  Accepted: May 28, 2022  Published: June 3, 2022


Copyright © 2022 Direct Research Journal of Education and Vocational Studies