The influence of secondary school teachers’ professional development on students’ academic performance in Tanzania: a case of Kinondoni municipal secondary schools

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Date
2013
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
The study investigated the influence of teachers’ professional development on students’ academic performance in selected government/community secondary schools in Kinondoni Municipality. The study assessed the status of teachers’ professional development, explored whether there were effective teachers’ professional development courses, in terms of short-term or long-term ones, and if they influenced students’ academic background and the extent to which school management promotes teachers’ professional development in Kinondoni Municipality. The study design utilized both qualitative and quantitative approaches whereby purposive and simple random sampling procedures were used to select a sample of 133 respondents. Data were collected through the use of documentary review, focus group discussion interviews and questionnaires. Whereas qualitative data were subjected to content analysis, quantitative analysis coded, extracted and converted the data into frequencies and percentages using SPSS version 16. It was concluded that secondary school teachers in government/community secondary schools are not getting the opportunity to undergo teacher professional development, also PDPs have direct link with students performance because they provided knowledge, skills and confidence to teachers who utilized them. Based on these findings it was recommended that the government should invest more in ongoing teachers’ professional development through a good system of educational provision and incentives, and individual teachers should be willing to invest in their own professional development, leading to better performance. It is further recommended that longitudinal research should be carried out that will track the influence of teachers’ professional development on students' performance.
Description
Available in print copy
Keywords
influence of secondary school teacher, professional development, academic performance, Kinondoni, secondary schools
Citation
Peter, L.(2013). The influence of secondary school teachers’ professional development on students’ academic performance in Tanzania: a case of Kinondoni municipal secondary schools. Master dissertation, university of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/search.aspx?formtype=advanced)