| dc.description |
This study assessed teachers‟ professional development practices in influencing teaching
process in Tanzania specifically in Tarime Town Council. The study had four specific
objectives namely; to examine the current status of secondary school teachers‟ professional
development, to determine the influence of teachers‟ professional development in teaching,
to identify the challenges facing secondary school teachers‟ professional development and
to establish strategies to improve secondary school teachers‟ professional development.
The study employed mixed research approach whilst, convergent parallel design which
have both elements of quantitative and qualitative was used. The study involved 68
respondents who were; 1 town education officer, 4 ward education officers, 4 heads of
school and 59 teachers and they were obtained through simple random and purposive
sampling. Data were collected through questionnaire and interview. Quantitative data were
analyzed through percentage and frequencies while the data gathered through interview
were analyzed according to the themes identified. The findings revealed that the practices
of TPD influences teaching in following areas; pedagogical competence, subject
knowledge, and performance of students. However, the current practices were discovered
to be insufficient to equip teachers with necessary knowledge and skills as professionals.
Based on the findings, the study concludes that, for the good outcome of education
teachers‟ professional development should be enhance. The study recommends that, the
town and ward education officers together with the heads of school have to establish
school-based TPD so as to enable teachers continue learning. |
|