Perceived usefulness of In-service Training Programmes to teachers’ professional development in Tabora Municipality, Tabora Region

Mabeya, Salum M (2024) Perceived usefulness of In-service Training Programmes to teachers’ professional development in Tabora Municipality, Tabora Region. Masters thesis, The Open University of Tanzania.

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Abstract

This study assessed the perceived usefulness of in-service training programmes to teachers’ professional development in Tabora Municipality, Tanzania. Specifically, the study assessed the types of in-services training programmes provided to primary school teachers in Tabora Municipality; examined the rationales of in-service training programmes to primary school teachers’ professional development in Tabora Municipality, and teachers’ perception on the usefulness of in-service training programmes in Tabora Municipality. It employed descriptive research designs and mixed research approaches whereby questionnaires and interviews were used to collect data from 81 respondents. The findings posited five types of in-service training programmes (i.e., the on-job training program type, off-job training program type) provided to school teachers. Moreover, the finding revealed that the rationale behind in-service teachers’ training programmes make teachers capable of doing their work effectively. Moreover, the findings indicated that teachers perceive in-service training as useful to their professional development henceforth the perception is positive. The findings conclude that in-service training can be provided while on job or off job and sometimes the two can be combined. The same training can be under the government or privately organized. The conclusion insists that in-service is highly needed for teachers’ professional growth. This study recommends that more training to teachers for the professional development, and the training should frequently be provided to match the dynamic technology. Keywords: In-service training; professional development; usefulness; perception

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