ABSTRACT
This study aimed at investigating the effectiveness of professional development
practices for primary school teachers in Tanzania, specifically, with a focus on the
school-based Inset-PST in Bagamoyo District. The study addressed three research
questions, namely: (i)What are the achievements of the school-based Inset-PST
programme in empowering primary school teachers in teaching and learning
approaches? (ii) What are teachers’ views on the relevance and benefits of the
school-based Inset-PST programme? (iii) What is the impact of school-based inservice-
PST programme for primary school teachers in improving the quality of
teaching and learning in schools? The study employed a mixed-method research
approach to obtain data from a sample of 60 study participants who included;50 primary
school teachers, 5 Head Teachers from five primary schools, 1 District Education Officer
and 4 Education officials from MOEVT and PM-RALG. Data were collected through
questionnaires, interviews, FGD and documentary review. The study findings revealed that
the Inset-PST programme was successful as teachers gained pedagogical knowledge and
skills on how to facilitate children’s learning by applying appropriate teaching and learning
strategies. The study revealed that the programme is useful in transforming classroom
practice as teachers who had attended the programme could organize better the
lessons and prepare well the teaching and learning materials required for specific
lessons in their class.The study concluded that the school-based Inset-PST
programme for primary school teachers is an important avenue for teachers to
improve their instructional strategies, hence improvement of the quality of learning.
. The study recommends the nationwide professional development programme for all
primary school teachers aiming at supporting them improve their pedagogic skills as
well as subject content mastery.
Mnonya, A (2021). Effectiveness Of Professional Development Practices For Primary School Teachers In Tanzania: The Case Of The School-Based In-Service Programme In Bagamoyo District. Afribary. Retrieved from https://tracking.afribary.com/works/effectiveness-of-professional-development-practices-for-primary-school-teachers-in-tanzania-the-case-of-the-school-based-in-service-programme-in-bagamoyo-district
Mnonya, Abdul "Effectiveness Of Professional Development Practices For Primary School Teachers In Tanzania: The Case Of The School-Based In-Service Programme In Bagamoyo District" Afribary. Afribary, 26 Apr. 2021, https://tracking.afribary.com/works/effectiveness-of-professional-development-practices-for-primary-school-teachers-in-tanzania-the-case-of-the-school-based-in-service-programme-in-bagamoyo-district. Accessed 22 Nov. 2024.
Mnonya, Abdul . "Effectiveness Of Professional Development Practices For Primary School Teachers In Tanzania: The Case Of The School-Based In-Service Programme In Bagamoyo District". Afribary, Afribary, 26 Apr. 2021. Web. 22 Nov. 2024. < https://tracking.afribary.com/works/effectiveness-of-professional-development-practices-for-primary-school-teachers-in-tanzania-the-case-of-the-school-based-in-service-programme-in-bagamoyo-district >.
Mnonya, Abdul . "Effectiveness Of Professional Development Practices For Primary School Teachers In Tanzania: The Case Of The School-Based In-Service Programme In Bagamoyo District" Afribary (2021). Accessed November 22, 2024. https://tracking.afribary.com/works/effectiveness-of-professional-development-practices-for-primary-school-teachers-in-tanzania-the-case-of-the-school-based-in-service-programme-in-bagamoyo-district