Abstract:
The Purpose of the study was to investigate the effects of human resource development programs on teachers’ performance in vocational educational institutions in Masaka district. The specific objectives were:
1. To find out the effects of on-the-job HRDPs on teachers’ performance VTIs in Masaka district.
2. To establish the effects of off-the-job HRDPs on performance of teachers’ VTIs in Masaka District.
The study methodology employed was across sectional survey. The study was mainly qualitative. Quantitative data was collected for triangulation purposes. The study was conducted in 9 vocational schools, in Masaka district in Uganda.
The study population was composed of teachers from nine vocational institutions. The respondents in the study were composed of teachers, parents, students and senior educational managers. The questionnaires interview guides/ focus group discussions guides’ tools were used to collect data.
The findings of the study were as follows:
On-the job HRDPs improved teachers’: instructional competences, content Knowledge, interpersonal skills, attitude towards their work, and others. Off- the- job HRDPs improved teachers’ performance. It also improved their professional competences and administrative skills. This improved their performance considerably.
Overall, the study revealed that HRDPs improved teachers’ interpersonal skills like communication, conflict management, they improve teachers’ attitude, and they improved teachers’ pedagogical skills and pedagogical content knowledge, they increased teachers’ content knowledge in their respective disciplines.
Recommendations:
The researcher recommends that, the government should give financial support to private trainers to enable them to develop instructors in vocational education through on –the-job HRDPs in order to build capacity. On-the-job HRDPS are required to impart pedagogical skills and knowledge competencies to train the urgently needed technicians for the 21st century. Institutions should invest in off-the-job HRDPs: workshops, seminars and benchmarking to increase the skills and knowledge of teachers. This improves teachers’ attitude towards work, content knowledge and teachers’ instruction
competences. Teachers in VTIs need professional development opportunities in order to grow professionally
