Assessing the criteria for selection of teachers for professional development in public secondary schools in Tanzania: a case of Bunda district

Makori, Masse

dc.creator	Makori, Masse
dc.date	2019-08-27T11:50:06Z
dc.date	2019-08-27T11:50:06Z
dc.date	2018
dc.date.accessioned	2022-10-20T14:15:46Z
dc.date.available	2022-10-20T14:15:46Z
dc.identifier	Makori, M. (2018). Assessing the criteria for selection of teachers for professional development in public secondary schools in Tanzania: a case of Bunda district. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/1135
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1135
dc.description	Dissertation (MA Education)
dc.description	This study focused on assessing the criteria for selection of teacher’s for professional development in public secondary schools in Bunda District. The study was guided by Andragogy learning theory to understand the best criteria adhered in selection of secondary school teachers to participate in professional development, to examine the limitation to participation in professional development among secondary school teachers and to identify the practices that may enhance the quality of teacher’s professional development in secondary schools. The study consisted of 50 secondary school teachers from 5 secondary schools in Bunda District and 5 school heads. Both qualitative and quantitative approaches were used to generate and analyze the data. The study revealed that, teaching subject and teaching experience are common criteria undertaken to select teachers to participate in professional development. Additionally, although lack of support from the government, lack of enough funds and poor working environment are factors which are reported to limit teacher’s participation in Professional development, seminars and workshops are mentioned as the best practices of professional development programmes needed by teachers and should be implemented. Also, The study suggest that for public secondary school teachers in Bunda District to achieve their improvement, the emphasis on the best criteria for selecting teachers for PD prgrammes should be well improved and adhered effectively. The study concluded that professional development of teachers will only be valuable if teachers, school heads, government and Ministry of Education perceived it as milestones for teacher’s participation and development. The study recommends that the government and other agencies should improve the provision of in-service training to all teachers as appropriates measures in updating their skills and knowledge for the improvement of teaching and learning process.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Bunda district
dc.subject	Tanzania
dc.subject	Teachers
dc.subject	Secondary schools
dc.subject	Public secondary schools
dc.subject	Professional development
dc.subject	Development
dc.title	Assessing the criteria for selection of teachers for professional development in public secondary schools in Tanzania: a case of Bunda district
dc.type	Dissertation