Teachers’ Professional Development and Classroom Discipline of pupils in Kawempe Division Kampala Capital City Authority

Abstract

The study intended to investigate the effect of professional development and classroom discipline of pupils in Kawempe Division, Kampala Capital City Authority. The objectives of the study included; to find out teachers’ level of education and training, to establish the effect of teachers’ professional development on classroom discipline of pupils, and to explore other factors that impact on classroom discipline of pupils in Kawempe Division.

The research was conducted in Kampala District and employed Causal Comparative Design (Ex- post Facto) design. Questionnaires, interview guides and observation checklists were used to collect data. Ten (10) primary schools were randomly selected to represent private and government schools. Data collected was analyzed using descriptive frequency tables.

The study made the following findings; The highest number of teachers and head teachers has attained at least a diploma in primary teaching. Head teachers, teachers and pupils in Kawempe Division agreed that professional development has a positive effect on classroom discipline of pupils. Parents’ attitude as well as media influence topped the list among other factors that impact on classroom discipline of pupils.

The study concluded that the results indicated that the majority of the teachers in Kawempe Division have attained professional development which should help them to manage classroom discipline better. This shows that teachers are open to new ideas through further training as seen from the findings that a few have even attained masters degrees. This means they are willing to embrace new training so as to help the enrich children’s experiences and also improve classroom discipline together with performance. This study also concluded that professional development has a positive effect on classroom discipline of pupils. This is evidenced by the numerous responses given, in the questionnaires, interviews and observations made during the teaching sessions. Majority of the teachers stated that motivation, rewarding and praising learners play great role in maintaining classroom discipline. Teachers who have gone through further studies take time to learn pupils and their needs, treat learners with respect, use interesting methods during their teaching among others. This helped learners to maintain classroom discipline because their needs were attended to.

This study recommends that Coordinating Center Tutors, head teachers and the municipal education officer should come up with ways of involving parents in helping learners to be disciplined from home so that it makes the teachers’ job easier. This should be followed by guidance and counseling by independent personals. The study finally encourages teachers to get out of their comfort zone, be more creative by using a variety of instructional materials as trained to do. This will help to address individual needs of learners and get them involved in the lessons.