Efficacy Of In-Service Teachers’ Training in Enhancing Pupils' Literacy and Numeracy Skills in Primary Schools in Tunduru District
Keywords:
In-service teachers, Pupils' literacy, Literacy skills, Numeracy skills, Primary schoolsAbstract
This study examined the impact of in-service teacher training on literacy and numeracy skills among Standard I and II pupils in Tunduru District, Tanzania. Grounded in Vygotsky’s Sociocultural Theory, which emphasises socially mediated learning and the role of teachers in scaffolding knowledge, the study employed a concurrent mixed-methods design. Data were collected from 30 teachers and 16 head teachers using questionnaires and semi-structured interviews, and analysed through descriptive statistics and content analysis. Findings revealed that teachers acquired key literacy skills, including letter and syllable sounds, phonemic awareness, reading comprehension, and dictation and writing skills, such as word and sentence construction and punctuation. In numeracy, teachers gained proficiency in number recognition, addition, subtraction, quantity comparison, and number patterns, though instruction on word problems was limited. Most teachers reported that the training content was beneficial (100%) and practical (90%) for classroom application. The majority (67%) perceived the training as significantly improving pupils’ literacy and numeracy skills, supported by classroom observations and head teacher interviews. The study concludes that in-service training enhances teachers’ pedagogical competencies and pupil outcomes. It recommends extending training duration, addressing gaps in word-problem instruction, providing adequate teaching materials, and ensuring ongoing support for teachers to maximise the application of the skills acquired.
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