Dissertation (MA Education)This study assessed teachers’ ICT competence for professional development in government secondary schools in Tanzania, the case of Dodoma city. It employed a cross-sectional research design to collect quantitative and qualitative data from the research participants. A total of 114 research participants from 4 government secondary schools were involved in the study of which 104 were classroom teachers, 4 head of schools, 4 academic teachers, 1 district educational officer (DEO) and 1 district school quality assurer (DSQA). The study was guided by two theoretical frameworks; technology-organization-environment (TOE) framework and Technology Acceptance Model (TAM). Quantitative data were analysed through a computer programme SPSS v. 20 Quantitative data were analysed through a computer programme SPSS v. 20 in form of descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA). Qualitative data were analysed through narrative analysis. The SAMR model of technology integration was used to determine the levels of teachers’ ICT competence for PD. The findings revealed that, teachers have ICT competence for PD at three lower levels of technology integration (substitution, augmentation and modification) but have limited competence in the highest level of technology integration (redefinition). Also, teachers’ ICT competence for PD is related to teachers’ work experience, the subjects they teach and ownership of ICT facilities but not related to their age and level of education. Basing on the findings, it was recommended that the government should collaborate with the community and donors on initiatives to equip all secondary schools with ICT facilities to be used for teachers’ PD. Also, as limited ICT competence among teachers is associated to poor foundation on ICT, the study therefore recommends that, the government should review the curriculum at all levels of education and declare ICT as a compulsory subject as from primary schools.