Influence of Professional Development on Performance of Public Secondary Schools Teachers in Tanzania

Mollel, Emmanuel Siray (2019) Influence of Professional Development on Performance of Public Secondary Schools Teachers in Tanzania. ["eprint_fieldopt_thesis_type_phd" not defined] thesis, The Open University of Tanzania.

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Abstract

This study investigated the Influence of professional development on performance of Teachers of Public Secondary Schools in Tanzania’s. Specifically, the study aimed to assess the influence of Pedagogical knowledge development on performance of teachers of secondary schools; examine the contribution of Environment contextual skills development on performance of teachers of secondary schools in Tanzania and establish the relationship between competencies development and performance of teachers in secondary schools. The study was carried out in four of Tanzania Mainland regions involves Eights (8) Districts. The study involved 314 respondents who are drawn from eight (8) Districts using multi stage sampling and simple random techniques. The data was collected using structured questionnaires and documentary reviews. The data was analysed using structural Equation Modelling techniques which look the causal relationship between the Professional Development on Performance of Teachers in Secondary Schools. The findings show that there is a positive significant influence of competency development and environmental contextual skills development on performance of Teachers in secondary schools. In addition pedagogy knowledge development was found to be insignificant in supporting performance of Teachers in Secondary Schools. This study concluded that competency development and context environmental learning have positive and significant influences on performance of teachers. The study recommended that, education officers at Districts level and school heads should put more effort on the professional development that is related on teachers’ competency development and environmental contextual skills which was found to influence performance of teachers.

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