Relationship between Capacity of School Management and Teacher Professional Development: A Case of Selected Primary Schools in Mbeya Region

Mwankotwa, Daudi Nditolo (2013) Relationship between Capacity of School Management and Teacher Professional Development: A Case of Selected Primary Schools in Mbeya Region. Masters thesis, The Open University of Tanzania.

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Abstract

This study investigated the relationship between capacity of primary school management and teacher professional development (TPD). Specifically, it examined the capacity of schools management to support teacher professional development for primary school teachers, it looked at the various factors that affect school management to provide professional support and lastly sought to determine how capacity is perceived by the school management and teacher in relation to professional development. It involved 70 respondents including; twenty four teachers, twelve head teachers, ten ward education officers, nine members of school committee, five educational officers and two DEO’s and District Inspectors respectively. The study employed the questionnaires, interview guides and documentary review. The quantitative approach was employed in organising data into tables with percentages while content analysis technique was applied to qualitative data. The findings indicated a conception of TPD which combines both raising of teacher academic qualification and professional growth, which is supported by capacity of primary school management. School management suffers from lack of TPD. As a result, the capacity of school management is highly affected by financial problems, lack of time arrangement for TPD and favouritism for 70%, 20% and 10% respectively. Therefore, it is recommended that the Ministry of Education and Vocational Training needs to improve and empower head teachers to support TPD through various ways such as financing, encouraging, a culture of support, providing various seminars and workshops and any other initiatives. The school management has the capacity to support teachers on TPD if managers are empowered enough.

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