Perception of Teachers of Mathematics Towards Proffesional Development Programs

THE PERCEPTION OF SECONDARY TEACHERS OF MATHEMATICS TOWARDS
SMASE-INSET TRAINING .A CASE STUDY OF GEM DISTRICT IN SIAYA COUNTY-KENYA

BY
OKOTH CHRIS PHELIX

SUBMITTED TO:
DR. (MRS) ANNE KISILU.
MR CHARLES NYANDUSI.

A research proposal submitted in partial fulfillment for the requirement for the award of Master of Philosophy Degree in Curriculum Development to the Department of Curriculum Instruction and Educational Media, School of Education .Moi University.

AUGUST, 2010.

THE PERCEPTION OF SECONDARY MATHEMATICS TEACHERS TOWARDS SMASE-INSET TRAINING .A CASE STUDY OF GEM DISTRICT IN SIAYA COUNTY-KENYA.
BY
OKOTH CHRIS PHELIX: ADM NO: ED/MPHIL/7017/09
ABSTRACT

In-service training is a professional development programs that is meant to upgrade a lacking classroom skill, remedial of classroom practices and increasing professional skills by teachers (Daresh and Playko 1985).The purpose of this study is to establish the perception of secondary teachers of mathematics towards Smase-inset training in Gem District Siaya County-Kenya. The objectives of the study are to establishing the impact of Smasse-inset program elements of: content, delivery, evaluation and individual difference practices on the teachers’ perception towards Professional development programs. The study is based on Malcolm Knowles’s (1970) theory of adult learning that presuppose that adult learning needs are not like those of children. A cross sectional survey design and quantitative methodology will be employed by using stratified, convenient and purposive sampling to selected 10 schools, 40 teachers and 6 key informant interviewees from 33 schools, 120 teachers and 20 administrators respectively using Gay (1997) rule of 30% of a population as a sample size. There will be triangulation of research instruments of semi-structured questionnaires, interview schedules and document analysis as tools for data collection while analysis will be done using frequencies, percentages, means and

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