Effects of Professional Development Programmes on Teachers’ Performance in Public Secondary Schools in Arusha City, Tanzania
Doricas E. Sakani
Naura Secondary School, Arusha.
Email: dsakani29@gmail.com
Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com
Abstract: The study investigated the effects of professional development programmes on teachers’ performance in public secondary schools in Arusha City. Specifically, the study assessed factors that influence effectiveness of professional development programmes and possible ways of improving the effectiveness of professional development programmes offered in public schools. The study was guided by Bacon’s Theory of Performance. Convergent mixed methods design was adopted. The study targeted a population of 1962 (850 teachers, 35 school heads, 27 WEOs & 1 DSEO) in 35 secondary schools. Sample size consisted of 271 (255 teachers, 9 school heads, 6 WEOs & 1 DSEO). Teachers were selected through stratified simple random sampling techniques while school heads, WEOs and DSEO were purposively sampled. Data collection was done through questionnaires and interview guide. Validity was established through expert judgment whereas reliability (TQ; r=0.723) was determined using Cronbach’s Alpha method. Credibility of qualitative data was established through triangulation. Descriptive statistics was used to analyses quantitative data in the SPSS version 25 and results were presented in tables, while qualitative data were analyzed thematically and presented in narrative forms. The results show that teachers perceive market demand as the most influential factor, indicating the need for professional development programmes that align with current job market requirements. The study concluded that the effectiveness of professional development programmes in public schools can be significantly enhanced by allocating more resources, promoting continuous improvement and securing political support. The study recommends healthy supervision mechanisms to ensure proper curriculum implementation.
