Teacher professional development on job performance in secondary education: a case of Mwanza region, Tanzania

Fortunatus, Noel

dc.creator	Fortunatus, Noel
dc.date	2019-08-26T09:12:48Z
dc.date	2019-08-26T09:12:48Z
dc.date	2014
dc.date.accessioned	2022-10-20T14:15:33Z
dc.date.available	2022-10-20T14:15:33Z
dc.identifier	Noel, F. (2014). Teacher professional development on job performance in secondary education: a case of Mwanza region, Tanzania. Dodoma: The University of Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/1083
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1083
dc.description	Dissertation (MA Education)
dc.description	The purpose of the study was to investigate Teacher Professional Development programmes on job performance in secondary education, a strategy used by the Ministry of Education and Vocational Training to upgrade secondary school teachers. The study was conducted in Mwanza region. The study sample comprised of 157 respondents from three categories namely Secondary school teachers, District Education Officers and head teachers. Data were gathered through interview guides, questionnaire, documentary review guides. The findings revealed that the foremost teachers’ expectations and aspirations were to be provided with various on job training that can assist them feel comfortable with new reforms that exist in education system other expectations came next. Second, virtually all respondents appreciated on the contribution of TPD programme as it related to various changes occurring in the secondary school education syllabus. Third, the Diploma teachers positively considered the programme appropriate as their education background was poor, thus they needed intensive learning under frequent supervision of facilitators or lecturers. In light of the study findings and analysis, it is recommended that there is need for the government to have clear policy in organizing and implementing Teacher Professional Development Progamme in secondary schools, so as to enable teachers have opportunities in developing themselves yearly. The upgrading secondary school teachers who are old with poor education background, they therefore need more extension learning for the acquisition of new skills and knowledge that enable them to cope up with changes occurring in education system. Also, their employer should cover all expenses that teachers used during their studies. A way should also be found to enable those who pass examinations well in lower levels of education to continue with higher levels of education.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Professional development
dc.subject	Job performance
dc.subject	Secondary school
dc.subject	Secondary education
dc.subject	Mwanza
dc.subject	Tanzania
dc.subject	Teachers professional
dc.subject	Ministry of Education and Vocational Training
dc.subject	MEVT
dc.subject	Poor education background
dc.subject	Education system
dc.subject	Teacher professional development
dc.title	Teacher professional development on job performance in secondary education: a case of Mwanza region, Tanzania
dc.type	Dissertation