Teachers’ Participation in In-Service Training Programme and Pupils’ Competencies of Literacy and Numeracy among Primary School Pupils in Tunduru District

Abstract

This study examined the influence of in-service teacher training on pupils’ literacy and numeracy competencies in public primary schools. Specifically, the study examined the training that teachers attended, the relationship between the training teachers attended and teachers’ perception of the level of literacy and numeracy skills, and the level of literacy and numeracy skills among primary school pupils. Using a concurrent mixed-methods design, data were collected from 406 respondents, including 380 pupils, 30 teachers, and 16 head teachers across 16 schools. Quantitative data were obtained through standardized literacy and numeracy assessments and questionnaires, while qualitative insights were drawn from semi-structured interviews and classroom observations. Findings indicate that teachers who attended Soma Uelewe and Tusome Pamoja trainings reported improved pedagogical competence, and their pupils demonstrated higher mastery in reading, writing, and arithmetic. Chi-square analyses showed a significant association between training attendance and teachers’ perceived competency and pupils’ skill development, though no significant relationship was observed with overall student performance or training duration sufficiency. Pupils demonstrated notable competencies, with Standard I pupils performing strongly in reading vowels (82.22%) and consonants (71.67%), and 78.33% wrote words correctly, while 68.33% counted numbers and 82.78% solved subtraction tasks accurately. Similarly, Standard II pupils achieved 70% in reading letters, 73.33% in familiar word reading, and 74.44% in subtraction. In conclusion, the study highlights that targeted teacher training positively influences both instructional practice and foundational pupil learning outcomes, yet gaps remain in addressing advanced literacy and numeracy challenges. The study recommends extending training duration, providing adequate teaching and learning resources, and implementing follow-up mentorship and support to ensure sustainable improvements, with a focus on context-specific interventions.