Browsing by Author "Rogathe, Jubilate"

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    Stakeholders’ attitudes towards the role of teacher professional development in enhancing teacher performance in Bunda primary schools, Tanzania
    (University of Dar es Salaam, 2014) Rogathe, Jubilate
    This study assessed stakeholders’ attitude towards the role of teacher professional development (TPD) in enhancing teacher performance in primary schools in Bunda district, Tanzania. The study was guided by the following three specific objectives: (i) to establish the stakeholders’ understanding of the role of teacher professional development; (ii) to assess the stakeholders’ attitudes towards the role of teacher professional development; and (iii) to examine the factors that influence primary school teachers’ participation in professional development. To accomplish the research objectives, the study employed a mixed methodology approach informed by a descriptive case study design. Purposive sampling, simple random sampling and stratified sampling were used in selecting 195 respondents. The sample comprised the DEO, WECs, DIS, TSD officer, TRC co-ordinator, college principal, college tutors, and heads of primary school, primary school teachers and student-teachers. Data were gathered through face-to-face interviews, Focused group discussions, documentary review and the questionnaire. Qualitative data was subjected thematic analysis to develop common themes whereas quantitative data was analysed with the assistance of Statistical Package for the Social Sciences (SPSS) version 16.0 for windows. The study established that: stakeholders understood the role of TPD in enhancing teacher performance in primary schools and had similar understanding regardless of their contextual differences. The findings also show that the attitudes of stakeholders to TPD varied: positive, negative or ambivalent. These attitudes were also found to influence teacher performance. Teachers’ participation in TPD was also influenced by social, economic, managerial and career enhancement factors. TPD was done through conventional modes, open and distance learning, clustering, seminars and workshops. On the basis of the findings, the study concludes that stakeholders’ attitudes influenced the performance of primary schools and the participation of teachers in professional development was generally very limited. Thus, the study recommends the establishment of cost-effective, school-based TPD and allocation of adequate resources for such professional development. Also, the study recommends for the establishment of a teacher professional development policy to ensure that teachers access proper and equitable teachers’ professional development opportunities.