Abstract

Many developing countries have sought to answer the urgent need for adequately trained teachers in rural areas by designing a number of innovative training schemes, including in-service and specially-designed courses. In Liberia, two teacher training institutes have been established to conduct such programs, the Zorzor Institute and the Kakata Institute. Because of the potential importance of these institutes to the improvement of education in Liberia, and the costs of their operations, the government is concerned that the quality and impact of their work be evaluated. This project will assess the activities of the Zorzor Rural Teacher Training Institute and make recommendations to the Ministry of Education on the further development of teacher training in Liberia.

Post-Project Summary

This project examined the Zorzor Rural Teacher Training Institute (ZRTTI) in Liberia for program effectiveness. Students, principals, staff, and teachers (ZRTTI graduates and non-ZRTTI graduates) participated in the study and questionnaires were given to these groups. Data was collected on participant characteristics; perceptions about program quality; and the relationships between participant characteristics and aspects such as facilities, professional interest and level of job satisfaction. Eight hypotheses were also statistically tested to assess the relationships between program variables. Researchers recommended uniform class sizes among schools, guidelines for teaching material and equipment, and teacher training programs that were relevant to job requirements. Researchers also recommended that ZRTTI students should be made aware of the need for stability in their jobs.

Recipient Institution(s)