Assessing the criteria for selection of teachers for professional development in public secondary schools in Tanzania: a case of Bunda district
| dc.contributor.author | Makori, Masse | |
| dc.date.accessioned | 2019-08-27T11:50:06Z | |
| dc.date.available | 2019-08-27T11:50:06Z | |
| dc.date.issued | 2018 | |
| dc.description | Dissertation (MA Education) | en_US |
| dc.description.abstract | This study focused on assessing the criteria for selection of teacher’s for professional development in public secondary schools in Bunda District. The study was guided by Andragogy learning theory to understand the best criteria adhered in selection of secondary school teachers to participate in professional development, to examine the limitation to participation in professional development among secondary school teachers and to identify the practices that may enhance the quality of teacher’s professional development in secondary schools. The study consisted of 50 secondary school teachers from 5 secondary schools in Bunda District and 5 school heads. Both qualitative and quantitative approaches were used to generate and analyze the data. The study revealed that, teaching subject and teaching experience are common criteria undertaken to select teachers to participate in professional development. Additionally, although lack of support from the government, lack of enough funds and poor working environment are factors which are reported to limit teacher’s participation in Professional development, seminars and workshops are mentioned as the best practices of professional development programmes needed by teachers and should be implemented. Also, The study suggest that for public secondary school teachers in Bunda District to achieve their improvement, the emphasis on the best criteria for selecting teachers for PD prgrammes should be well improved and adhered effectively. The study concluded that professional development of teachers will only be valuable if teachers, school heads, government and Ministry of Education perceived it as milestones for teacher’s participation and development. The study recommends that the government and other agencies should improve the provision of in-service training to all teachers as appropriates measures in updating their skills and knowledge for the improvement of teaching and learning process. | en_US |
| dc.identifier.citation | Makori, M. (2018). Assessing the criteria for selection of teachers for professional development in public secondary schools in Tanzania: a case of Bunda district. Dodoma: The University of Dodoma | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/1135 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Bunda district | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Public secondary schools | en_US |
| dc.subject | Professional development | en_US |
| dc.subject | Development | en_US |
| dc.title | Assessing the criteria for selection of teachers for professional development in public secondary schools in Tanzania: a case of Bunda district | en_US |
| dc.type | Dissertation | en_US |