Kibona, Charles Ephraim2020-07-232020-07-232018Kibona, C. E. (2018). Professional development needs for improving the teaching of science in secondary schools in Mbeya, Tanzania. Master dissertation, University of Dar es Salaam. Dar es Salaam.http://41.86.178.5:8080/xmlui/handle/123456789/13151Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1777.T34K526)This study examined pedagogy and subject content needs for Professional Development (PD) to improve teachers’ skills and teaching science subjects in secondary schools in Mbeya region. The objectives of the study were to develop the content needs for PD to improve teaching and learning of science and math subjects, to identify PD programmes needed among categories of secondary schools for science and math teachers and to find out the challenges faced in implementation of professional development in secondary schools. Data were collected from 47 Mbeya urban and rural district secondary schools. The study employed a quantitative research approach and cross-sectional survey design where schools were randomly selected, and 256 respondent science teachers were selected through stratified sampling technique. Data were collected by questionnaires and analyzed quantitatively using descriptive and inferential statistics. Findings indicated that, with high demand, science teachers needed Professional Development (PD) for Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and Technological skills on the studied aspects. There was no significant difference in the mean scores for components of pedagogy knowledge between teachers who teach math subject and those who teach physics, chemistry and biology at alpha 0.05 using independent samples t-test. Majority teachers needed PD for subject content topics of accounts (61.7%), genetics (46.2%), electromagnetism (44.2%), electronics (40.4%), circles and the Earth as a sphere (29.6%), statistics and probability (28.4%), inorganic chemistry (25%), and ionic theory and electrolysis (24.1%). With high demand, science teachers needed to engage on job embedded professional development programme such as examining practice, mentoring and study groups, and PD structures such as workshop, conference, seminars and further education. There was a significant difference in the mean score for job embedded professional development activity types between teachers who teach math subject and those who teach physics, chemistry and biology subjects at alpha 0.05 using independent samples t-test. Furthermore, there was no significant difference in the mean scores for professional development programme components between private and public school teachers at alpha 0.05 using independent samples t-test. Major challenges in implementation of PD were lack of opportunity to share with others the knowledge gained from seminars and workshop (64.1%) and lack of motivation for doing PD activities and performance of teaching (56.6%). There was no significant difference in the mean score for agreement to implement PD of teachers between teachers who teach science (Physics, Chemistry, Biology) subjects and those who teach mathematics subject at alpha 0.05 using independent samples t-test. The study concludes urgent PD intervention to teachers in content need areas; the need for job embedded PD and PD structures as more critical to improve teaching; and challenges faced in implementation of PD as more profound to teachers of mathematics than to teachers who teach science subjects though in grounds of insufficient evidence. The study recommends providers to run PD interventions; school leaders to oversee school-based PD, to recognize allowance, payment or salary rise to teachers and to budget incentives. Moreover, school leaders should reform department units as study groups and account teacher’s capability to help others, teacher’s experience, in-service training status and teaching subject in planning for PD and motivation.enTeachersProfessional aspectsScience teachersSecondary schoolsMbeyaTanzaniaThesis