RELATIONSHIP BETWEEN IN SERVICE TRAINING AND TEACHER COMMITMENT IN U.P.E SCHOOLS IN KASAANDA DISTRICT, UGANDA-A CROSS-SECTIONAL STUDY.

Background The quality of pupils in terms of competence, knowledge, and overall achievements is dependent on teacher commitment. Yet, teacher commitment in Universal Primary schools in Kasaanda District has been sub-par. This study aimed to investigate the relationship between in-service training, a form of professional development, and teacher commitment in Universal Primary Education (UPE) schools in Kasanda district. Methodology A descriptive, cross-sectional, and correlational survey was utilized, integrating both quantitative and qualitative approaches for data collection and analysis. 10 U.P.E schools in Kasanda district and involving a sample of 108 participants, consisting of teachers and head teachers, were selected through purposive and simple random sampling techniques. Data was analyzed using SPSS software and content analysis techniques. Results The findings observed a higher response rate, 100% from head teachers compared to 91.8% from teachers. It was found that in-service training was highly valued by teachers for skill enhancement and professional growth, with a strong positive correlation (R-value of 0.906) with teacher commitment. Furthermore, the standardized coefficient (Beta) of 0.11 indicates that for every unit increase in in-service training, teacher commitment is expected to increase by 0.11 units. Conclusion The study highlights the critical role of in-service training in enhancing teacher commitment in U.P.E schools in Kasanda district. There is a strong positive relationship between in-service training and teacher commitment. Recommendation Policymakers and educators should develop strategies that promote continuous professional development through in-service training, ultimately enhancing teacher commitment and driving positive educational outcomes.