| dc.creator |
Jonathan, William |
|
| dc.date |
2020-03-09T06:25:41Z |
|
| dc.date |
2020-03-09T06:25:41Z |
|
| dc.date |
2019 |
|
| dc.date.accessioned |
2022-10-20T14:15:50Z |
|
| dc.date.available |
2022-10-20T14:15:50Z |
|
| dc.identifier |
Jonathan, W. (2019). The role of self-directed professional development approach on primary school teacher’s career development in Kilosa district, Tanzania (Master’s dissertation). The University of Dodoma, Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/2120 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/2120 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study explored the role of self-directed professional development approach on primary school teachers’ career development in Kilosa district. The study employed a case study design using a qualitative research approach. A total of 41 respondents including primary school teachers, head teachers, and Educational Officer were involved. Purposive and snowball sampling was used to obtain the study participants. The semi-structured interview and the open-ended questionnaires were the methods used to obtain information from the participants. Data were analyzed through thematic analysis. The findings revealed that self-directed professional development has the role in primary school teachers’ career development as it changes teachers’ educational level, it turns teachers into learners, teachers acquire new knowledge and skills, teachers develop their professions in short time and it helps teachers get access to higher education learning. The findings also revealed various reasons for teachers to engage in self-directed approach and the challenges they encounter. The reasons included a change in professional status, affordable cost, self-dependence, ability to do other activities besides learning and preparation of lesson notes. The challenges were: limited support, discouragement, lack of reading materials, family obligations, poor learning environment and lack of permanent mentors. For successful use of selfdirected approach, teachers recommended that support should be provided for teachers, teachers should manage their time wisely, teachers should be ready for professional development, and also teachers using self-directed approach should be identified and have their tasks minimized. The study recommends that the government should invest in informal approaches of professional development similar to the formal ones so as to meet teachers’ professional needs. Head teachers should build a collaborative culture at school to support teachers to grow professionally using the self-directed approach. Finally, the policy makers should encourage the use of informal approach and allocate fund to support the primary school teachers using self-directed for their professional development activities. |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Development |
|
| dc.subject |
Kilosa district |
|
| dc.subject |
Professional development |
|
| dc.subject |
Teacher's career development |
|
| dc.subject |
Primary school teachers |
|
| dc.subject |
Self-directed development |
|
| dc.title |
The role of self-directed professional development approach on primary school teacher’s career development in Kilosa district, Tanzania |
|
| dc.type |
Dissertation |
|