Effects of Professional Development Programmes on Teachers’ Performance in Public Secondary Schools in Arusha City, Tanzania

Abstract

The study investigated the effects of professional development programmes on teachers’ performance in public secondary schools in  Arusha City. Specifically, the study assessed factors that influence effectiveness of professional development programmes and possible  ways of improving the effectiveness of professional development programmes offered in public schools. The study was guided by  Bacon's Theory of Performance. Convergent mixed methods design was adopted. The study targeted a population of 1962 (850 teachers,  35 school heads, 27 WEOs & 1 DSEO) in 35 secondary schools. Sample size consisted of 271 (255 teachers, 9 school heads, 6 WEOs & 1  DSEO). Teachers were selected through stratified simple random sampling techniques while school heads, WEOs and DSEO were  purposively sampled. Data collection was done through questionnaires and interview guide. Validity was established through expert  judgment whereas reliability (TQ; r=0.723) was determined using Cronbach's Alpha method. Credibility of qualitative data was  established through triangulation. Descriptive statistics was used to analyses quantitative data in the SPSS version 25 and results were  presented in tables, while qualitative data were analyzed thematically and presented in narrative forms. The results show that teachers perceive market demand as the most influential factor, indicating the need for professional development programmes that align with  current job market requirements. The study concluded that the effectiveness of professional development programmes in public schools  can be significantly enhanced by allocating more resources, promoting continuous improvement and securing political support. The  study recommends healthy supervision mechanisms to ensure proper curriculum implementation.