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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Basic Education Teacher Diploma , on the productivity of the teachers
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