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This study aimed at exploring the roles of school heads in teacher professional development
in public secondary schools in Muleba district, Kagera region. The study reviewed several
areas in which heads of school are responsible for as far as teacher professional
development is concern. It intended to provide various insights to school heads and
teachers in public secondary schools in Tanzania on how to create and sustain effective
teacher professional development. This qualitative research based approach applied a case
study design which allowed a researcher to describe and explain in-depth a phenomena
under study. The study involved twenty participants including heads of schools and
teachers who were purposively sampled.The study used thematic analysis to analyse data.
The findings indicates that a teacher who is professionally developed is mostly
advantageous to school, students, his/her surrounding community and the nation at large.
As Tanzania makes every effort to promote quality education, it‟s better to start from the
grass root using school heads since, according to this study, they are the ones who can
give courage, motivations, and create immediate conducive environment to teachers
against different challenges toward teacher professional development. Thus, this study
recommends that the country should invest more in establishing teachers‟ resource centres.
The government should make regular review of the policy to capture the needs of teacher
professional development and heads of school should encourage teachers‟ involvements in
discussions and decision making on how to plan and implement teacher professional
development programmes. |
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