Dissertation (MA Education)This study examined the contribution of Zanzibar Teachers' Union in enhancing teachers' professional development, a case of Magharibi “A‟ District in Zanzibar. It covered three objectives: One was to examine the kind of support that ZATU provides to enhance teachers professional development, two was to examine stakeholders'perceptions towards the roles of ZATU in promoting teachers professional development and finally to explore the constraints that ZATU is facing in promoting teachers professional development. The study employed phenomenology design and qualitative approach. Human Capital Theory was used as a theoretical framework. Data were collected through interview, Focus Group Discussion and documentary review. The study found that the contribution of ZATU in enhancing teachers' professional development is very minimal. It was revealed that ZATU supported a small amount of money to teachers who joined colleges or Universities. So, some teachers decided to secure loan from ZATU SACCOS to support their studies. The findings of this study have also shown that there was no in-service training organized by ZATU, something that raised a lot of complaints to the extent that some teachers thought that the union was not benefitting them in their professional development. The constraints that ZATU faces are shortage of fund and low collaboration with other education stakeholders. This study revealed that teachers have some problems, especially in subject matter, new teaching techniques and the use of modern technology in teaching and learning process. Consequently, they need to be developed so as to make them competent. The study recommends that teachers' professional development should be a progressive program and therefore it is necessary for ZATU to establish a special unit responsible for coordinating teachers‟ professional development.