Evaluation of the effectiveness of advisory teachers on the improvement of classroom instruction in Ondangwa East educational region of Namibia

Abstract

Abstract provided by author:

The majority of the respondents reported that advisory teachers have multiple roles and responsibilities, but due to their poor conditions of service and many other problems, their activities or plans were severely curtailed. As the result of these teachers were not given enough support

The Ministry of Basic Education and Culture was hardly supporting advisory teachers by providing, among others, allowances, induction, advisory teachers' policies, job descriptions, and in-service training. In addition, the results of this investigation brought to light that the majority of the teachers were poorly qualified. Therefore, they need constant support by the advisory teachers. Hence, induction, in-service training, monitoring and evaluation of teachers and so on can be employed

This study implied that adequate information about advisory teachers should be disseminated among teachers. Moreover, the improvement of the quality of teaching may be enhanced not only by proper training of the advisory teachers and the improvement of their conditions of service, but also by the collaboration -between advisory teachers and inspectors as well as other interested stakeholders in education. Finally, all respondents can be encouraged to continually upgrade themselves. Advisory teachers cannot only be encouraged to support teachers, but also for them to be regularly given enough information about their roles and responsibilities