Abstract:
The study explores professional Development and empowerment among secondary schools teachers. Qualitative
approach was employed to gather information on teachers’ empowerment, professional development, and factors
limiting professional development. The target population was secondary school teachers, Head of Secondary
Schools and Educational Officials in Mkuranga District, Pwani region. The study sample size was 52 respondents.
Data were collected through in depth interview, questionnaire, non-participant observation, and documentary
review. Content analysis was used to analyse data. The study findings show that observation visits and qualification
programme were the main types of professional development among teachers. Teachers’ empowerment was found
in the improvement of classroom teaching, handling of students’ matters, self-efficacy, status, and problem solving.
Inability in innovative teaching practices was found among teachers. Structural factors such as inadequate support
for professional development, inadequate resources, teaching workloads, and cultural factors such as learning
culture, collaboration culture, and trust between teachers were some of the constraints to professional development
among teachers. The government and Non State actors should support teacher professional development
programmes in order to empower teachers and to ensure quality in students’ educational achievement and
performance.
