The role of school-based professional development in improving teaching practices: a comparative study in selected primary schools in Hoima City, Uganda

Abstract

This study explored the role of school-based professional development (SBPD) in improving teaching practices in selected government and private primary schools in Hoima City, Uganda. Using a comparative qualitative design, data was collected through interviews and participant classroom observations. The findings revealed that while both government and private schools implement school-based professional development activities such as workshops, peer observations, mentoring, and collaborative lesson planning, their frequency, focus, and administrative support vary significantly. In private schools, professional development was more structured and closely monitored, while in government schools, activities were often irregular and externally driven. Additionally, the study further established that effective school- based professional development fosters cooperation and collaboration among teachers, enhances pedagogical competence, promotes reflective practice, and cultivates consistency in instructional standards. Notably, the study documented challenges such as time constraints, heavy workload, limited resources, and inconsistent administration in school-based professional development activities. The study concluded that sustained, context-specific, and school-driven professional development is central to transforming teaching practices and improving learning outcomes. The study recommended strengthening school’s frameworks for continuous teacher learning through school-based mentorship, professional learning communities, and integration of SBPD into school improvement plans. The findings provide valuable insights for the Ministry of Education and Sports, policymakers, and school leaders in advancing teacher professionalism and educational quality in Uganda.

Keywords: Professional development, School-based professional