The Impact of In-Service Teachers’ Training on Participatory Teaching Methods: The Case of Ward Secondary Schools in Morogoro Municipality, Tanzania

Abstract

Despite substantial government investment in in-service teacher training to promote participatory teaching methods in Tanzania, secondary school classrooms often remain dominated by teacher-centred approaches, resulting in low student engagement and suboptimal learning outcomes. This study focused on The Impact of In-service Teachers’ Training on Participatory Teaching methods in Ward Secondary Schools in Morogoro Municipality, Tanzania. The study was guided by Constructivist Learning Theory (CLT) and three objectives, which include: to identify the pedagogical approaches used by the trained teachers in implementing participatory teaching methods in the classroom; to examine the extent to which students are engaged in learning during Teaching; and to observe teachers’ competencies and support during teaching. The study used pragmatic philosophy and employed a mixed method approach as a means of data collection and analysis. The study sampled 40 trained teachers and 80 students from 10 schools, selected through probability and non-probability sampling. The research instruments used by the researcher included questionnaires, an interview guide and focus group discussions. The quantitative data were analysed using Statistical Package for Social Sciences SPSS version 24 and presented using means, frequencies and percentages. Thematic analysis and narration were used to analyse qualitative data. The findings revealed that the majority of trained teachers insisted that in-service training programs on participatory teaching methods increase creativity and more interactive way of teaching learners. The study concludes that while in-service training effectively promotes participatory teaching, its sustained impact depends on continuous institutional support and infrastructure improvement. The researcher recommended that the Ministry of Education and Local Education Authorities should strengthen in-service teachers’ training programs in order to update their teaching skills; also, school administrators should motivate teachers who use participatory teaching methods and encourage trained teachers to work in teams in order to share their experiences. Finally, longitudinal research should be conducted by the researchers and education institutions to assess the long-term impacts of in-service teachers’ training on participatory teaching methods for both teachers and students.