Reflections on School-Based Teachers’ Continuous Professional Development Practices: A Case Study of Selected Primary Schools in Hai District in Kilimanjaro, Tanzania

Abstract

This qualitative study explores the practices and perceptions surrounding school-based Teacher Continuous Professional Development (TCPD) in primary schools within Hai District, Kilimanjaro, Tanzania. With a commitment from the Tanzanian government to enhance teacher competency and improve learning outcomes through TCPD, this research addresses three key questions: (1) Is there any school plan and structure for TCPD implementation? (2) What is the attendance level of teachers in school-based TCPD? And (3) What is the perception of primary school teachers on school-based TCPD? The study had a sample size of 38 participants. An interview and a focus group discussion were used to collect information. Thematic analysis revealed that the surrounding TCPD annual plans reveal significant gaps in implementation and engagement across schools. While some sampled primary schools have made strides in developing structured TCPD plans, many either lack a plan altogether or fail to execute their existing plans effectively. Findings also
indicate that more than half of teachers exhibit a positive attitude towards school-based TCPD. The study concluded that while a significant portion of teachers expressed willingness to participate in these sessions, the data indicate that attendance rates are affected by various challenges, primarily the demands of teaching loads and time constraints. Consequently, the perception of teachers towards TCPD is generally positive; however, practical constraints undermine the effective implementation of these programs within the school setting. It was recommended that schools should actively involve teachers in the development and planning of the TCPD annual plans. It is crucial to align TCPD activities with the specific needs and contexts of each school.