Browsing by Author "Massawe, Isdory Michael"

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    Benefits of school-based teachers’ professional development practices in teaching and learning of mathematics in secondary schools: a case of Moshi rural district
    (University of Dar es Salaam, 2017) Massawe, Isdory Michael
    This study investigated benefits of school-based teachers’ professional development practices in Moshi Rural secondary schools Kilimanjaro region. The objectives of the study were; to explore the understanding of mathematics teachers about school-based teachers’ professional development practices, to investigate benefits of school-based teacher’s professional development practices and to examine opportunities, support and challenges of implementing school-based teachers’ professional development practices at school level. A total of 49 respondents including District Educational Officer (DSEO), heads of secondary schools, mathematics teachers and students from four secondary schools were sampled using stratified and convenience sampling techniques. A mixed method research approach was used as a procedure for collecting, analyzing, and mixing both quantitative and qualitative data to understand the research problem. Data were collected through questionnaires, interviews, classroom observations, focus group discussions and documentary reviews. The main findings showed that benefits of school based teachers’ professional development was to improve teaching and learning, to advance teachers in content and pedagogical knowledge, to improve teaching facilities, to update teachers’ carriers, to improve classroom management, to improve curriculum, to design teaching and use teaching aids and learning materials and to update classroom management but its implementation was inadequate. On the other hand, findings showed that there was less opportunity and less support for teachers to participate in school-based teachers’ professional development practices. The low support was due to lack of resources, fund, time, less commitments of the heads of schools and individual teachers, lack of science and mathematics teachers and science facilities, absence of motivation for teachers from the concerned bodies including school institutions. The current teachers’ professional development programmes are not able to solve mathematical and educational challenges. The government officials have to make deliberate efforts in ensuring that mathematics and science teachers are provided with an on-going professional teaching and learning to support them. The Education and Training Policy (ETP) statement has to be fully implemented. On its implementation the district should initiate Trainers of Trainers (ToTs) network, Mentors’ network and Teacher Resource Centre (TRC) network whereby teachers can meet and practice their professional learning. Similarly, the Ministry of Education and Vocational Training is responsible for providing appropriate policy for teachers’ professional development. Tanzania Institute of Education (TIE), Universities and Teacher Education Colleges should be made responsible for providing training, conducting policy oriented researches and providing relevant literature and materials to support teachers in schools. School management on its part is supposed to provide support to the teachers’ on daily basis through advice, supervision, monitoring, assessment and evaluation of the teaching and learning activities.