The Effect Of The Basic Education Teacher Diploma Training Programme (Betd) On Teachers' Productivity In Caprivi Region, Namibia
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Date
2008-11
Authors
Samupwa, Austin Machana
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Abstract
This study is undertaken to determine the influence of the Basic Education Teacher
Diploma (BETO) training programme in Caprivi Region on the productivity of the
teachers. It is intended to seek evidence of the validity of the competencies of the
BETO training programme by studying the teachers' work behaviour, job
performance and organisational effectiveness. The study also looked at selfesteem
as a moderator variable of the relationship between teacher training and
productivity. Further, it looked at best predictors for teacher training. The sample
for this study consisted of 225 school managers and 225 teachers of primary,
combined and junior secondary schools in the Caprivi region of Namibia using
stratified random sampling technique. Data was collected from the respondents
using two sets of questionnaires consisting of 71 items, and was analysed by
means of descriptive statistics, frequencies, Pearson Correlation and multiple
regression techniques. The results of this study indicate that teaching skills
(mean=4.04) and interpersonal skills (mean=4.07) are highly practiced by BETO
graduates in their jobs, while professionalism (mean=3.81) and responsibility
(mean=3.96) are moderately practiced. Similarly, there is also evidence that the
communication skills of teachers are good. All the three teacher productivity
variable of work behaviour (mean=3.86), job performance (mean=3.83) and
organisational effectiveness (mean=3.81) are moderately practiced by teachers.
Further findings are that there is a partial significant relationship between teacher
training variables and productivity variables. Teaching skills (13=.265), interpersonal
and social skills (13=.126) responsibility (13=.375) and communication skills (13=.126)
were found to be significantly related to work behaviour at p<0.05. The results also
indicate that teaching skills (13=.577) and responsibility (13=.232) are significantly
related to job performance at p<0.05. Further, self-esteem does not moderate the
relationship between teacher training and work behaviour, while teaching skills
(13=.370) and responsibility's (13=.171) relationships with organisational
effectiveness are moderated by self-esteem. Finally, responsibility was found to be
the best predictor for work behaviour (13=.474) and organisational effectiveness
(13=.447). Furthermore, teaching skills was found to be the best predictor for
organisational effectiveness (13=.581). The findings of this research reinforces
previous research that teacher training does not automatically and necessarily
translate into teacher productivity. This study provides empirical evidence on the
strengths and flaws of the BETO training programme. It is even more useful for
Colleges of Education in Namibia as an indicator of the effectiveness of the skillsbased
training in the BETO programme.
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Keywords
Basic Education Teacher Diploma , on the productivity of the teachers