| dc.creator |
Mgaya, Rose |
|
| dc.date |
2019-08-29T10:59:38Z |
|
| dc.date |
2019-08-29T10:59:38Z |
|
| dc.date |
2013 |
|
| dc.date.accessioned |
2022-10-20T14:15:40Z |
|
| dc.date.available |
2022-10-20T14:15:40Z |
|
| dc.identifier |
Mgaya, R. (2013). Roles of heads of schools to teachers’ professional development at work place in public secondary schools: the case of Kilombero district in Morogoro region. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1287 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1287 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
The purpose of the study was to examine roles of heads of public secondary schools
in teachers‟ professional development (TPD) at workplace in Tanzania, focusing on
Kilombero district. The study had two research objectives; exploration/ examination
of heads of secondary schools‟ roles; for TPD at workplace and ways of professional
development of secondary school teachers at their workplace. The challenges faced
by teachers and secondary school leaders due to professional development of
secondary education teachers also presented. The study was guided by Stufflebeam‟s
(1971) model of contexts, inputs, process and product (CIPP) towards realizing
conceptual framework that was in line with study objectives and literature reviewed.
The study employed a cross-sectional design. A total of 10 participants were
involved in the study, among them, two were heads of secondary schools, four were
science and arts heads of departments and four were science and arts subject teachers
who were selected purposively. Data were collected through semi structured
interview and documentary review and were subjected to qualitative analysis.
The findings from the study depicted that, school leadership contributed to TPD
through; establishing a culture of collaboration within departments, insisting on
teachers‟ supervision, facilitating teachers‟ attendance to workshops and seminars,
ensuring that teachers learn from available resources. However, the study depicted a
number of challenges facing the secondary school leaders and teachers due to the
TPD at the workplace that include shortage of teaching and learning resources,
shortage of teachers, poor leadership, lack of fund and poor infrastructure, these, in
one way or another restrain eagerness of teachers toward TPD. |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
School heads |
|
| dc.subject |
Public secondary schools |
|
| dc.subject |
Community secondary schools |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Kilombero district |
|
| dc.subject |
Government secondary schools |
|
| dc.subject |
Headmasters |
|
| dc.subject |
Headmistresses |
|
| dc.subject |
Teachers professional development |
|
| dc.subject |
TPD |
|
| dc.subject |
Continuing education |
|
| dc.subject |
In service training |
|
| dc.subject |
Secondary school leaders |
|
| dc.subject |
Examination |
|
| dc.subject |
Exploration |
|
| dc.subject |
Workplace training |
|
| dc.subject |
Challenges |
|
| dc.subject |
Obstacles |
|
| dc.subject |
Problems |
|
| dc.subject |
Roles |
|
| dc.subject |
Contribution |
|
| dc.subject |
Morogoro region |
|
| dc.title |
Roles of heads of schools to teachers’ professional development at work place in public secondary schools: the case of Kilombero district in Morogoro region |
|
| dc.type |
Dissertation |
|