In-service Courses Research Articles

Designing a Human Resource Empowerment Model for Pharmacists in Pharmacies in Tehran

Background: One of the most effective strategies to gain a competitive advantage in the current business environment is to enhance the efficiency of employees within organizations. The purpose of this research was to design a human resource empowerment model for pharmacists in pharmacies in Tehran. Methods: The research's statistical population includes two qualitative and quantitative components. In the qualitative part, 35 elite pharmacists from universities, industry, and the Ministry of Health were included, while the quantitative part involved a statistical sample of 220 individuals. For data analysis, the Grandad process of Kolmogorov-Smirnov statistical tests, independent one-sample t-test, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling were used. SPSS 25 and AMOS 24 software were used to analyze the research data Results: The findings showed that in the final development model of empowering pharmacists and personnel in Tehran courts, causal factors include psychological characteristics and training. The core category includes cultural and moral competence, as well as professional and technical competence. Background factors include commitment and skill. Intervening factors include moral values. Strategies include efficiency and speed. The consequences include creativity, innovation, and social responsibility.Results: The findings showed that in the final development model of empowering pharmacists and personnel in Tehran courts, causal factors include psychological characteristics and training. The core category includes cultural and moral competence, as well as professional and technical competence. Background factors include commitment and skill. Intervening factors include moral values. Strategies include efficiency and speed. The consequences include creativity, innovation, and social responsibility. Conclusion: It can be concluded that continuous training workshops should be organized for pharmacists in Tehran pharmacies to enhance their specialized knowledge. Periodic in-service courses should be provided to these individuals based on their professional activities. The organization should consider social activities and social behaviors as focal points.

Supporting kindergarten staff’s agency in inclusion through long-term in-service training

ABSTRACT Supporting teachers’ agency is essential for implementing inclusive education, as agentic teachers tend to take more responsibility for making a change and focus more on activities that benefit the children they teach. Lack of teacher agency might be one of the reasons why inclusive education has not been applied successfully in kindergartens. In our study, we focused on supporting teacher agency for inclusive education according to the ecological model of agency. Our approach to inclusive education was drawn from the holistic model of inclusive education. We developed an in-service training program to support the three dimensions of agency across different levels outlined in the model of the implementation of inclusive education. The aim of this study was to explore the improvement in participants’ agency during the in-service training program. We applied pre- and post-questionnaires to explore the agency of kindergarten staff members who attended the in-service training program. The results showed statistically significant changes in kindergarten staff’s agency in the iterational and projective dimensions of agency in implementing inclusion. Therefore, we can conclude that a long-term team-based in-service course is effective in supporting teacher agency related to inclusion.

Challenges in facilitators’ professional development – complexities within a scaling up process as reasons for dropout

In-service courses for teachers are often provided by so called facilitators who function as teacher trainers and whose tasks in the education system are multifaceted. The professional development (PD) of facilitators is of great importance, and the complex process of scaling up might lead to unexpected constraints, and influence the effectiveness of a program. In general, more research is needed concerning facilitators’ PD with respect to their different roles and functions. In this paper, a project will be presented that focused on qualifying facilitators for the topic “inclusive mathematics” and accompanied the process of scaling up. In the end, unexpectedly, five out of 15 facilitators did not finish the program. Therefore, the challenges and concrete reasons for dropout were investigated in detail. The paper will present a case analysis, where Facilitators’ multifaceted roles, functions, and tasks emerged as the central category. Moreover, conclusions for professionalization programs and research will be derived and discussed.

Professionalization for Education for Sustainable Development through Action Research using the Example of a University Course

The interdisciplinary character as well as the current and future relevance of the sustainability debate with all its inherent dilemmas and uncertainties, can provide fertile ground for educational innovation. Against this background, a team at the University of Klagenfurt, together with FORUM Umweltbildung and colleagues at teacher training colleges in Austria, designed the four-semester in-service course "BINE - Education for Sustainable Development - Innovations in Education". The aim of BINE is that the participants deal with the topics of sustainable development (SD) and education for sustainable development (ESD) as a learning community. An important element of this is the systematic reflection of innovations in their own practice within the framework of an action research study. The action research process provides a learning basis to promote the concepts of ESD as well as research and implementation skills of the participants. While sustainability topics are used as a vehicle for emancipatory education on the one hand, they are intended to trigger concrete sustainable social development processes on the other. This implies a great challenge, but also holds considerable potential for educational processes. With regard to sustainable development, education in the context of ESD means addressing questions in concrete fields of action about how the future can be shaped sustainably. This includes precise observation, analysis, evaluation and cooperative design of a concrete situation. Reflective action competence - and not blind action or unreflective action patterns - is a main goal of learning (Rauch & Pfaffenwimmer 2020).

Attitude of Library Professionals Towards Information Communication Technology in the Select Central University Libraries of Delhi and Uttar Pradesh

With the advent of new technological transformations in libraries and information centres, library professionals have experienced major challenges with changes in the generation, creation, dissemination, and preservation of knowledge in libraries. The objectives of the present study are to find out the hindrances to implementing ICT, and incorporation in libraries has a prominent place in fulfilling the needs of users, but one must not ignore the fact that ICT is not only the factor responsible for achieving the goals of libraries; it is also the library professional’s positive attitude that endorses the implementation of the same. There are many factors that can help library professionals develop a positive attitude, including prior knowledge, proper training, and continuing education like in-service courses, workshops, and seminars. If the staff of the library shows a positive attitude towards the adoption of ICT in their organisation, it will raise their self-confidence, thereby increasing productivity, while also raising their morale and motivation among colleagues. On the other hand, a negative attitude will raise high levels of anxiety, lower levels of self-efficacy, technophobia, cyberphobia, and fear of losing their jobs. The negative attitudes of library professionals are the main hindrance to the implementation of ICT in libraries. The present study’s findings can advance our understanding of ICT adoption in libraries and provide practical recommendations for maximizing the use of ICT resources in library services. The study concluded that the major objectives have been accomplished by those in the library industry who adopt a critical stance toward the adoption and rejection of new technologies

The mediating role of school effectiveness in the relationship between transformational leadership and workplace exclusion.

The purpose of this study is to reveal the mediating role of school effectiveness in the relationship between transformational leadership and workplace exclusion. The sample of the study consisted of 410 teachers working in primary, secondary and high schools in Bolu/Türkiye province center in the 2023-2024 academic year. Correlational design was used in the study and path analysis was used to reveal the predictive relationships between variables. As a result of the study, it was seen that the hypotheses put forward in line with the model put forward were confirmed. In this context, it was concluded that transformational leadership has a significant positive effect on school effectiveness (Hypothesis 1), school effectiveness has a significant negative effect on workplace exclusion (Hypothesis 2), transformational leadership has a significant negative effect on workplace exclusion (Hypothesis 3) and finally school effectiveness has a mediating role in the effect of transformational leadership on workplace exclusion (Hypothesis 4). In the context of the results, suggestions were made such as providing in-service courses for school administrators on transformational leadership and school effectiveness, preventing exclusion at work by giving teachers the opportunity to develop themselves and participate in the decisions taken.

A study on mathematics teachers' technological pedagogical content knowledge (TPACK) and frequency of use of educational information network (EBA) assessment tools

Today, the rapid development of technology causes a great change and transformation process in the field of education. In this process, the importance of technological pedagogical content knowledge (TPACK) increases for teachers to use technology effectively. In this process, it is thought that mathematics teachers should improve their TPACK, especially in the use of measurement tools in EBA. In addition, for students to be successful in mathematics, mathematics teachers should have sufficient knowledge about teaching methods, materials, and the use of technological tools. At this point, teachers' TPACK is thought to be critical for optimizing students' learning process and providing an effective mathematics education. In this context, the aim of this study is to examine mathematics teachers' TPACKs within the framework of their demographic characteristics and frequency of using EBA assessment tools. The study was designed with the survey model of quantitative method. The study's participants are the math teachers employed by public and private schools in the province of Eskişehir. Within the scope of the study, the link of the relevant data collection tool was sent to the study group by obtaining the necessary application permissions and data were collected from 369 mathematics teachers. As a result of the study, it is concluded that mathematics teachers need to develop their TPACK to improve students' mathematics skills and optimize students' learning process and that teachers should have knowledge about the use of technological tools and online assessment tools such as EBA and be able to use these tools effectively. In addition, in light of this study, it is recommended that mathematics teachers should research technological tools and materials that they can use in mathematics education and use EBA assessment and evaluation tools more frequently to improve their TPACK. Finally, it is suggested that in-service courses, trainings, etc. on the use of technology in education should be organized for teachers to ensure their personal development.

Resilience, immunity, L2-teacher grit, and reflective teaching in language instruction: in service classes matters

A professional training or staff development endeavor is known as an in-service program. During these programs, professionals get training and have the opportunity to discuss their work with others who are in their peer group. In the context of the field of education, the term "in-service classes" refers to the process by which instructors participate in additional education or training over the duration of their job in order to maintain or improve their level of professional knowledge, abilities, and practices. In spite of the fact that publicizing in-service programs for language teachers is of utmost significance, not enough focus has been placed on elaborating how they contribute to teacher-related traits. In this study, an effort was made to compare and contrast the outcomes and progress of language instructors who attended or did not attend an in-service program, as well as the effects of this decision on the teachers' resilience, immunity, L2-teacher grit, and reflective teaching. This research was of a quasi-experimental type, and it included participation from 103 English as a Foreign Language (EFL) teachers. During this research project, members of the first group, known as the control group, were not required to attend any in-service courses, whereas members of the second group, known as the experimental group, were. According to the findings of the MANOVA, EFL teachers who participated in in-service training courses had a significantly better level of resilience, immunity, L2-teacher grit, and reflectivity. It is hoped that the outcomes of this study will shed light on the significant contributions offered by in-service training programs and open up new avenues for the mental well-being of EFL teachers.

USE OF CLOUD-ORIENTED OPEN SCIENCE SYSTEMS IN THE PROCESS OF EDUCATION AND PROFESSIONAL DEVELOPMENT OF TEACHERS: MODELS AND TECHNOLOGIES

. Actual scientific researches and issues analysis. The study by J. Borup and A. Evmenova examined the effectiveness of an in-service course designed to improve teachers' knowledge, skills, and attitudes. In the study by F. Coenders and N. Verhoef, there is professional development of experienced and beginning teachers who collaborate in Lesson Study groups. Research by T. R. Kelley, J. G. Knowles, J. D. Holland, and J. Han shows that science teachers’ self-efficacy increases after completing inservice courses. The research objective. To justify the models and technologies of using cloud-oriented systems of open science in the process of teaching and professional development of teachers. The statement of basic materials. Models of the composition and structure of the educational and scientific cloudoriented learning environment and professional development of teachers can be based on the model of the educational environment. An attempt has been made to design a general logical model for managing open scientific and educational research in institutions of general secondary education, which can form the basis for building narrower models (for individual levels of education, specific disciplines, etc.).

Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools

The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. A sample of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007<0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying.

The Effect of Body Language-Centered Drama Activities on Students' Speaking Skills in Secondary School Turkish Teaching

The body is undoubtedly the first language of communication in human history. Body language, which dates back to the first human, was the first language with which humans communicated with each other. Human being is a social being; just as it needs nutrition, shelter, security, knowledge, respect and love, it also needs communication. Therefore, speaking skill has become one of the language skills that individuals use most in daily life throughout their lives. Drama method is a method that can be used to help people get to know themselves and their environment, improve their relationships, gain different perspectives, and increase social harmony. The aim of this research is to determine the effect of body language-centered drama activities on the development of students' speaking skills in secondary school Turkish teaching. The participants of the study consist of 55 7th grade students studying in a secondary school in Battalgazi district of Malatya province. In this research, mixed research method sequential explanatory design was used. A semi-experimental design was used in the quantitative part of the research, and the quantitative data of the research was collected using the Speaking Skills Attitude Scale (2017), and the phenomenology design was used in the qualitative part, and the data were collected with student diaries, semi-structured interview form and observation form. In the quantitative part of the research, a control and an experimental group were created. Experimental and control groups were determined according to the students' pre-test results from the attitude scale. According to the results of the Mann Whitney U test, the groups were found to be equivalent. In the experimental group, body language-centered drama prepared in the context of Turkish language teaching program achievements was taught, and in the control group, lessons were taught taking into account the current Turkish course curriculum. At the end of the research, a semi-structured interview was conducted with 9 experimental group students, a diary was collected after each drama application, and observations were made by taking pre- and post-videos of the students' body language-centered speaking skills. A reliability and validity study was conducted on the applied quantitative and qualitative data collection tools. Analysis of the post-tests in the experimental and control groups was made with the Mann Whitney U test. Qualitative data were analyzed with codes and categories created by content analysis and descriptive analysis.
 When the results of the research were examined, it was concluded that the Turkish lesson taught with body language-centered drama activities was more effective than the normal Turkish lesson in terms of giving speaking skill gains. Similarly, it was observed that the interest and love of the students participating in the study regarding speaking skills increased after the body language-centered drama activities, and their anxiety decreased. In addition, it was observed that students began to use body language easily both in the classroom and in daily life. Looking at the results of the qualitative data of the research, it was seen that the students started to use body language in and outside the classroom, their speaking skills improved and even their existing speech disorders improved.
 The study results were examined in the literature and compared from both similar and different perspectives. Looking at the results, researchers can make variations in their studies in order to obtain rich data; for drama practices, they should conduct pilot exercises before implementing the created drama workshops and pay attention to the physical characteristics of the place where the drama will be implemented; recommendations were made for institutions to give teacher candidates the opportunity to practice in drama classes in faculties of education and to provide drama training to teachers in in-service courses opened within the Ministry of National Education.

In-service teachers’ training needs in Implementing Life Skills Education in Rural secondary schools in Lesotho

he teachers’ preparation in teaching and learning Life Skills Education is crucial in the education system in Lesotho. This study explores the teachers’ training needs in implementing Life Skills Education at rural secondary schools in Lesotho. The study adopted qualitative interpretivism and phenomenological research design. Eight LSE teachers and principals were chosen randomly from four schools. Telephonic semi-structured interviews were used for data collection. The thematic results revealed that teachers were not trained to teach LSE and needed in-service courses. The findings yielded that the teaching and learning of LSE must be enhanced in secondary schools. Thus, it recommended that the Ministry of Education facilitate and broaden in-service training of LSE teachers and provide a framework for guiding the contents of LSE. The curriculum developers would find the research helpful as they reflect on the extent to which the objectives were achieved for the subject.

Quality Education in Kenya: Perspectives for the Transition of Students from Secondary Schools to Universities

Sustainable Development Goal Four (SDG 4) on education ensures inclusive and equitable quality education opportunities for all. United Nations (UN) member states had to adopt the SDGs protocol. Kenya, like any other country in Sub-Sahara Africa, domesticated the SDG. Consequently, this study investigated factors influencing students’ transition from day and boarding schools to University in Mutomo Sub-county, Kenya. The study was based on the system theory propounded by Scott (1987), who adopted a system perspective in analyzing organizations. The study adopted a descriptive survey research design. The target population for the study was 15 secondary schools, 15 Curriculum Support Officers (CSOs), 128 teachers, 15 principals, 15 chairmen of School Management Boards (CSMBs), and 925 Form four students. Random sampling was used to select 150 students and 45 teachers. Census sample of 15 Principals, Five CSOs. The total sample size was 230. This corresponded to a confidence interval of .05 and a confidence level of 95%, corresponding to a z-score of 1.96 and a standard deviation (SD) of .5. The study findings revealed that resources and institutionalization play a key role in the influence of transition rates of students. Also, the study concluded that the categorization of schools threatens the transition rates. The study suggested adequate capitation to schools be provided by the government regular in-service courses for teachers be held. The study also suggested staffing schools with adequate teachers. The study further recommended that stakeholders be sensitized to providing adequate infrastructure and instructional materials.

Instructors’ Job Commitment: The Role of in-Service Course, Enugu State, Nigeria

This study investigated the role in-service course plays in instructors’ job commitment. The ex-post-facto of descriptive survey method was adopted for this study. The participants were 2403 teachers in registered private secondary schools in Enugu State, from which a sample of 480 respondents was selected using a stratified sampling technique. Two instruments for data collection were self-developed entitled “In-Service Course Questionnaire (ICQ) and the Instructors’ Job Commitment Questionnaire (IJCQ). Face and content validity were employed in validating the instruments and further subjected to a reliability test, which yielded a co-efficient of .78 and .89 respectively. Analysis was done using mean rating, standard deviation, ranking and coefficient of determination while Pearson r was used to test the hypothesis at a significance level of 0.05. Findings show that seminars, workshops, orientation, lesson study, classroom/school visitation, further study, study groups, online training, mentorships, peer coaching, teachers’ conventions, and conferences were commonly used in-service course programs in private secondary schools in Enugu state. In addition, the level of instructors’ job commitment in private secondary schools in Enugu state was high. Furthermore, there was a significant relationship between instructors’ job commitment and in-service courses in Enugu State. Accordingly, it was recommended that school proprietors/proprietresses and principals of private secondary schools in the state of Enugu should routinely conduct intense and sufficient in-service course programs for teachers.

Assessment of the Teachers’ Attitude towards ICT and Learners’ Academic Achievement in Geography in Nyamira County, Kenya

The study looked at the influence of teachers’ attitudes towards information communication technology (ICT), on learners’ academic achievement in geography in public secondary schools in Nyamira county, Kenya. The major aim was to assess the teachers’ attitudes towards ICT usage. The study used three questionnaires and one interview schedule to collect data from 190 public secondary schools and 6 education quality assurance officers. The data was collected and coded by using statistical package for social sciences (SPSS) for analysis, use of mixed method approach was used, where descriptive and inferential statistics were analyzed and presented in form of tables. The main issues faced by teachers might have contributed to the limited use of ICT in teaching and learning process, hence affecting learners’ academic achievements in geography. Teachers’ attitudes will be solved when; pre –training, workshops for capacity building and in-service courses for ICT will be enhanced in all learning institutions. The study therefore recommends that teachers get trained for the implementation of ICT in teaching and learning to be enhanced and improvement of infrastructure.

The Relationship between Clinical Competence and Ethical Reasoning and Factors Affecting it in Nurses Working in Therapeutic Educational Centers of Ilam

"Clinical competence means a person's ability to use techniques on time, to communicate effectively with others, and to benefit from the knowledge and clinical reasoning ability when responding to different clinical situations in such a way that a person can use these skills at all times. The aim of the study is the relationship between clinical competence and ethical reasoning and the factors affecting it in nurses working in therapeutic educational centers of Ilam. Methods: In this descriptive-analytical study, 110 nurses working in three therapeutic educational centers in Ilam city were randomly selected. Demographic information forms, standard nursing clinical competence questionnaire (NCCQ), and nursing dilemma test (NDT) were used to collect data. The results also showed a positive and significant relationship between age, level of education, years of work experience, employment status, and occupational role with clinical competence and ethical reasoning (P<0.05). On the other hand, there was an inverse and significant relationship between the workplace and clinical competence and ethical reasoning (P<0.05). Data analysis was carried out using Descriptive statistics (frequency, percentage, mean and standard deviation) and analytical tests (Pearson correlation tests and analysis of variance) in SPSS. P-value< 0.05 was considered as the significance level. Using the results of the present study, nursing education planners and managers can periodically organize workshops on nursing ethics and nursing problems in hospitals and universities. Moreover, clinical competence and ethical reasoning should be taken into account when training nursing personnel in university classrooms and in-service courses "

Praxiologias translíngues emergentes em três contextos de desenvolvimento profissional de professores de inglês no Centro-Oeste brasileiro

ABSTRACT: In this article, we explore our attempts to infuse the classes we teach with our emergent translingual praxiologies. We describe this process in three educational contexts: an undergraduate English major course, a graduate course in Linguistics, and an in-service course for public school English teachers, all in the Midwest region of Brazil. To do so, we use qualitative, interpretive research through personal narratives. For us, translingual understandings emphasize language as fluid, negotiable, and creative, in contrast to monolingual orientations that hold languages to be discrete, fixed, and finite. Such ideas hold potential for developing (de)colonial approaches to linguistic education, which value diverse ways of knowing and being that potentially enhance life across the globe.

Knowledge of Strategies to Teach Reading Components among Teachers of Hard of Hearing Students.

This study investigated Saudi Arabian elementary school teachers' knowledge of strategies to teach reading components to hard of hearing students. The study focused on four of the five reading components the National Reading Panel (NPR, 2000) identified: phonemic awareness; phonics; vocabulary; and reading comprehension, and explored the relation between teachers' demographic characteristics and their knowledge of the strategies as well. An explanatory sequential mixed methods design was used that included two phases. The quantitative phase examined the knowledge of these Arabic reading components among 89 elementary school teachers of hard of hearing students, and the qualitative phase consisted of interviews with 10 teachers. The results indicated that the teachers have a great deal of knowledge (above the mean score) of strategies to teach reading components. Specifically, teachers' knowledge of strategies to teach the vocabulary component was the highest. The results also showed no significant association between teachers' demographic characteristics and their knowledge of strategies to teach reading components. The qualitative analysis revealed two themes: (1) teachers' lack of basic knowledge of strategies to teach reading components, and (2) the absence of in-service courses and training programs in reading for teachers.

A Quality Improvement Project for Reducing Work-Related Stress of Nurses in Converting an Oncology Ward Into a Designated COVID-19 Ward During the COVID-19 Pandemic

The community spread of SARS-CoV-2 occurred during the COVID-19 pandemic in May 2021 in Taiwan. Due to the large number of COVID-19 patients, demand for healthcare capacity had also increased. In response to the massive influx of patients with COVID-19 in our hospital, a designated COVID-19 ward was established. In addition, the oncology ward was also quickly transformed into a designated COVID-19 ward that shared staff and work schedules with the originally designed COVID-19 ward during the pandemic period. The process of setting up the ward, training personnel, and providing independent care to COVID-19 patients and the period of professional cooperation with medical staff from the infectious disease ward caused great burden and pressure on nurses. The objective of this study was to reduce the work-related stress index from 20.2 to 15. Cross-training and in-service courses were implemented to assist the oncology nurses to learn nursing care for patients with COVID-19. Five solutions were discussed and implemented in a timely manner. The interventions included the unifying the logistical flows between wards, optimizing ward environments, providing education and training on COVID-19, launching a new communication platform to facilitate discussions and gather various opinions, and implementing flexible scheduling. The stress index score declined from 20.2 to 8.2 on the stress and anxiety to viral epidemics-9 scale. The findings of this study may be referenced to assist nurses and nursing managers when making preparations to transform oncology wards into designed COVID-19 wards.

Establishing the impact of using Orff pedagogical approach (OPA) on teacher trainees' performance (TTP) in basic music skills

This study aimed to establish the impact of the use of the Orff pedagogical approach (OPA) on teacher trainees' performance in basic music skills. The study was guided by Music Learning Theory by Gordon and complemented by the theory of Multiple Intelligences by Gardner. The study adopted mixed methods quasi-experimental research design. The selected experimental group was exposed to the music-based pedagogical approaches, while the control group continued with the traditional teaching approaches used by music tutors. Purposive sampling was used to draw participating tutors teaching music, while census sampling was used to select teacher trainees studying music in the second year. Questionnaires, an interview schedule, and pre-test and post-test evaluations were used in the collection of data for the study. Frequencies, percentages and means were used to summarise and describe data, whereas Analysis of Variance (ANOVA) and T-test were used to establish the impact. All hypotheses were tested at α = 0.05 level of significance. The study concludes that without adequate and functional music teaching and learning resources, it is very difficult to teach music effectively, particularly using OPA. The study recommends widening opportunities for continuous professional development. Continuous professional development facilitated by in-service courses and workshops would give music tutors the incentive and stimulus to explore a lifelong path in their profession.