Teachers’ Continuous Professional Development Strategies in Public Primary Schools in Morogoro Municipality, Tanzania: Constraints and the Way Forward

Abstract

This study focused on Teachers’ Continuous Professional Development (TCPD) Strategies in Morogoro Municipality, Tanzania Public Primary Schools. The study employed a pragmatic philosophy with a convergent research design under a mixed research approach rooted in the Andragogy Learning Theory, to examine the constraints and way forward for the effective execution of TCPD strategies. The study’s data were collected from two hundred and eight (208) informants, where 12 heads of schools were selected using a purposive sampling technique. In contrast, 196 teachers were selected using a stratified sampling technique. Descriptive statistics were applied to analyze quantitative data, and thematic analysis techniques were used to examine qualitative information. The study identified inadequate funding for the program and limited collaboration among implementers. The suggested solutions included technology adoption and adjusting the school schedule to incorporate TCPD learning activities as the main obstacles faced by teachers in implementing TCPD strategies. Nevertheless, the study established that teachers, as the main TCPD implementers, were not motivated due to the prevailing program’s obstacles; hence, the program's effectiveness is diminished. The study established strategies to foster TCPD strategies, including the utilization of ICT, collaboration, and professional development for teachers. This study concluded that numerous obstacles are disturbing TCPD implementation, and the promising opportunities to mitigate these challenges are clear. Additionally, the study recommended that the Ministry of Education, Science, and Technology review existing policy to favor TCPD strategies implementation, and the recommendations for action were made to the head of schools to adjust the timetable to include TCPD sessions, and to the teachers to actively engage with the program for better pedagogical outcomes. Finally, the recommendations were provided to further study the long-term impact of TCPD on students' learning outcomes, technology-based efficacy in overcoming time constraints, and teacher motivation in maintaining the program.