Trained and untrained secondary school teachers in Barbados: is there a difference in classroom performance?

Abstract

Summary Sixty‐nine trained and untrained secondary school teachers in Barbados were observed during classroom teaching. Data derived from these observations were subjected to the ANOVA procedure which indicated that there were no significant differences in the total performance scores of trained and untrained teachers irrespective of the subject taught (English or Science). Further investigation into their performance on specific indicators of effective and ineffective teaching revealed small differences between the two groups in their treatment of instructional organization and development, and presentation of subject‐matter. The results have implications for teacher education, as well as for school supervision.