Extensiveness of McGovern-Dole Teachers Training Programme on Improving Literacy Pedagogical Content Knowledge of Teachers in Bunda District, Tanzania

Abstract

This study evaluated the extensiveness of the McGovern-Dole teachers training programme (MGDTTP) in improving the pedagogical content knowledge (PCK) of teachers in the Bunda District, Tanzania. The summative evaluation study employed a convergent design under a mixed-methods research approach guided by the CIRO evaluation model. The target population consisted of 1207 participants, including: 75 public primary schools, 150 early grade teachers, 75 INSET coordinators, 75 Headteachers, 19 Ward Education Officers, 1 District Primary Education Officer, and 812 Standard three students. Both probability and non-probability sampling techniques were used to select 121 respondents. Data were collected through questionnaires, achievement tests, interviews guide and observations guide. Content and face validity was ensured by MWECAU research experts. A pilot study was conducted in two public primary schools. The reliability of questionnaires for Likert-type items was estimated using Cronbach's Alpha Coefficient whereby r= 0.839 for early-grade teachers and r=0.889 for INSET Coordinators while that of qualitative established through peer debriefing and triangulation. Quantitative data were analysed using descriptive statistics and inferential statistics tested the hypothesis using Simple Linear Regression analysis at 0.05 (α). Qualitative data were analysed thematically. The study found that the MGDTTP helped improve teachers' PCK related to literacy, which improved the literacy of school-age children. The study concluded that the MGDTTP has successively achieved the goal of improving literacy PCK among early-grade teachers to a high extent. The study recommended that Literacy learner-centred approaches should be used by teachers in teaching early-grade classes to enhance the engagement of pupils in the learning process.