Marwa, Lilian Fusian2019-11-142020-01-082019-11-142020-01-082009Marwa, L. F(2009) Investigation on a suitable way of establishing teachers’ professional development programmes in Tanzania:the case of government secondary school teachers in Dar es Salaam region, Master dissertation, University of Dar es Salaam.http://localhost:8080/xmlui/handle/123456789/5397Available in print form, East Africana Collection, Dr. Wilbert Chagula Library.This study aimed at investigating suitable way of establishing teachers’ professional development programmes (TPDPs) that would benefit all teachers, with specific reference to Dar es Salaam region. Three research tasks and their questions guided the study in focusing on the identification and documenting of the existing TPDPs and how they function, the establishment of teacher perceptions towards TPDPs as well as identification of the challenges that face the establishment of TPDPs. A wide literature on professional development programme was reviewed and a conceptual framework guided by Loucks–Hosley et al (1998) was used to guide the study. The study was conducted in Dar es Salaam region in three government secondary schools at Ilala, Kinondoni and Temeke districts. Total respondents were 89 who included teachers, inspectors of schools, heads of schools, assistant director from Ministry of Education and Vocational Training (MoEVT), training officers of secondary education from (MoEVT) headquarters, curriculum developer and the coordinator from academic association and projects. Data were gathered through interviews, focus group discussions, questionnaires as well as documentary reviews and were qualitatively and quantitatively analyzed. The study revealed that the identified TPDPs were run by agencies that were not centrally coordinated, external donor-dependent and a few in numbers and therefore benefited few teachers. It was noted in the study, however, that teachers were aware of the importance of, and the need for TPDPs to update their classroom teaching skills and knowledge, though lack of funds and control and evaluation mechanisms challenged the establishment of appropriate TPDPs. The study recommends to the MoEVT to establish a unit for TPDPs by engage expert from TIE, UDSM and to design develop and monitor TPDPs. Moreover, school based teacher professional development activities should be launched. Furthermore, the study recommends further studies to investigate the status of TPDPs in private secondary schools and other levels of education to enlarge the area of study and sample size for better generalization of the findings.enTeachers’ professionalGovernment secondary schoolsDar es SalaamTanzaniaThesis