Evaluating the effectiveness of INSET on in-service teachers` knowledge, attitude and behaviour

Abstract

The current inability of so many teachers and schools to cope with the rapidity of change in the curriculum, methods of teaching, and the changing motivations and children is a powerful argument for providing continuing education for teachers. From this perspective, enhancing skills, knowledge and capability of the individual teacher is seen as a high-priority entry point for the improvement of the educational system. Despite the importance of INSET in developing teachers` professionalism, serious attention has not been given to evaluate the effectiveness of INSET, Evaluation is an important determinant in the pursuit of educational excellence. In the past, serious attention was not given to measure INSET effectiveness. Teachers attending INSET were not subjected to empirical evaluation procedures and the impact of INSET on teachers and students is difficult to determine. This study, therefore, examines the evaluation process using Kirkpatrick`s Four Levels of Evaluation model in evaluating the effectiveness of INSET. The evaluation attempt will assess the reaction level, the learning level and the behaviour level as suggested in the model. The quasi experimental design was applied in this study to determine the effect of treatment. A pre and post-test and comparison groups (which consist of the Experimental Group, the Informed Group and the Control Group) were used to estimate the effects of treatment in this study. A total of 90 primary school teachers participated in the study: 30 in the Experimental Group, 30 in the Informed Group and the other 30 in the Control Group. Treatment given is in the form of three days training to in-service teachers in the Experimental Group. Data derived from the observation were subjected to the ANOVA procedure, which indicated significant differences between the treatment and non-treatment groups. There is a significant improvement in the knowledge and attitude of INSET teachers. INSET teachers showed there is improvement in their declarative and procedural knowledge. Findings also showed that INSET teachers become users of innovation after attending INSET. The results of these findings have implications for teachers` professional development, as well as for students` learning.