Abstract

In this mixed model and methods study, I assessed the self-perceived in-service training needs of Physical Science teachers in public secondary schools in Central West Education Division in Malawi. I also assessed their preferences for in-service education models, organisation and management. A cross sectional census survey of 60 teachers was employed with purposively sampled 30 teachers of them participating in a face-to face follow up interviews. Quantitative data was analysed by using Borich Needs Assessment model and descriptive statistics. Qualitative data was analysed using the thematic approach. The results of the study indicate that the different categories of degree and diploma Physical Science teachers (by experience) in CWED indicated high in-service training needs in varying competencies in the seven broad dimensions of management of instructions, diagnosing and evaluating students, pedagogical knowledge and skills, knowledge and skills in the subject, administering laboratory equipment, integrating multi media technology in lessons and use of Information Communication Technology. Additionally, the degree teachers indicated common in-service training needs in such competencies and teaching special needs students while the common in-service training needs indicated by the diploma teachers included, teaching special needs students and repairing laboratory equipment. Diploma teachers also indicated more needs in cognitive competencies than degree teachers. ix The results also indicate that the in-service training needs of the different categories of teachers from Chancellor College, Polytechnic, Mzuzu University and Domasi College of Education were in all the seven broad dimensions tested and varied with their years of teaching experience. However, all teachers from Chancellor College indicated common needs included teaching special needs students and repairing laboratory equipment; from Polytechnic, common needs included teaching special needs students and using computers in classroom and laboratory; from Mzuzu University, common needs included repairing lab equipment, using multimedia equipment and using computers; from Domasi College of Education their common in-service training needs were in teaching special needs students and repairing lab equipment. Despite few common in-service training needs among teachers from different institutions, the results indicate that Physical Science teachers’ in-service training needs were a factor of the teacher training institutions. Physical Science teachers preferred the voluntary and traditional face-to-face in service workshops held per education division at teacher training institutions with certificates of attendance and stipend as the best form of recognition and incentives respectively. The results have implications on the design of INSET content and formulation of INSET policy. The results also confirmed the need to regard in-service education of teachers as a seamless component of the teacher education and development.

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School	: School of Education
Issued Date	: 2008

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