Informal Teacher Professional Development and Academic Performance of ‘O’ Level Students in Core ‘O’ Level Science Subjects in Selected Secondary Schools in Central Uganda.

Abstract

Background This study investigated the effect of informal teacher professional development on the academic performance of ‘O’ Level students in compulsory core science subjects (Physics, Chemistry, and Biology) within selected secondary schools in Central Uganda.  Methodology Utilizing a sequential explanatory mixed-methods design, the study involved 547 respondents, including 213 science teachers and 334 secondary school students. Data were collected through a triangulated approach using questionnaires, semi-structured key informant interviews, and documentary reviews of inspection and academic records.  Results Among the 547 participants, science teachers (n = 213) were predominantly male (77.9%), early-career educators (mean age = 31.69 ± 7.37 years; experience = 4.15 ± 3.17 years), and mainly held bachelor's degrees (50.2%) or diplomas (47.9%), teaching largely in private mixed (64.3%) and day-and-boarding schools (74.2%). Students (n = 334; S2-S4) had a mean age of 17.92 ± 1.84 years. A weak, positive, but non-significant relationship was observed between informal professional development and academic performance (r = .132, p = .054, N = 213). While teacher induction (M = 4.71, SD = 0.628) and administrative feedback (M = 4.41, SD = 0.799) were well established, gaps persisted in needs assessments (M = 4.28, SD = 1.043), training mandates (M = 4.06, SD = 1.062), and in-service policies (M = 3.98, SD = 0.921). Qualitative findings emphasized collaborative professional support and inquiry-based teaching as key strategies for strengthening science pedagogy.  Conclusion The study concludes that although informal learning activities do not independently guarantee statistically significant academic gains, they serve as a practical, school-embedded mechanism for enhancing teacher capacity and instructional quality when supported by consistent institutional backing and policy enforcement.  Recommendation School administrators and educational policymakers should establish formal school-based support structures, including peer mentoring, collaborative lesson planning, and structured classroom observation with constructive feedback.