Professional Development and Empowerment among Secondary School Teachers in Mkuranga District, Tanzania

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.