Teachers' perceptions of in-service teachers training programme in Tanzania: a case study of selected primary schools in Dar es salaam region

The purpose of the study was to investigate the teachers' perceptions of in- service teachers training programme, a strategy used by the Ministry of Education and Vocational Training to upgrade grade C/B teachers in primary schools. The study was conducted in Dar es Salaam City within the three municipalities of Kinondoni, llala and Temeke. The study sample comprised of 78 respondents from five categories namely the Ministry of Education and Vocational Training (MOEVT) programme officers, District Education Officers (DEOs), Teachers Resource Centre (TRC) coordinators, head teachers and teachers. Data were gathered through interview guides, questionnaire, documentary review guides and focus group discussion guidelines The findings revealed that the foremost teachers' expectations and aspirations were to get higher salary scale. Other expectations came next. Second, virtually all respondents appreciated the programme content as it related to the primary school education syllabus. Third, the grade C/B teachers positively considered the programme methodology appropriate as their education background was poor and most of them were old, thus they needed intensive learning under frequent supervision of facilitators. They also said that the use of face- to- face, assignments and group discussion needed to be improved so that participants could have all the means to achieve the intended goals. Fourth, organizers and administrators o£ the programme did not make a close follow up on how facilitators implemented their roles effectively. Participants did not therefore get all the required knowledge and skills. In light of the study Findings and analysis, it is recommended that there is need to organize and implement the programme during school holidays to enable teachers concentrate on teaching pupils. The upgrading C/B teachers are old with poor education background and they therefore need more intensive teaming with facilitators. Their employer should cover expenses that teachers use during their studies. A way should also be found to enable those who pass examinations well ta continue with higher levels of education.