Challenges facing Teacher Continuous Professional Development on Quality Instructional Practices in Public Primary Schools in Kaliua District, Tanzania

Abstract

This study aimed to assess the challenges facing Teacher Continuous Professional Development (TCPD) on quality instructional practices in public primary schools in Kaliua District, Tabora region. This study utilized mixed research and a convergent research design to a sample size of 91 participants which were drawn using purposive sampling for DEO, WEO and head of schools and simple random sampling for teachers. The data collection was conducted interviews and questionnaires. Quantitative data was analysed using SPSS, while qualitative data underwent thematic analysis to identify key themes.  The study identified several significant barriers, including insufficient time due to heavy workloads, lack of funding, inadequate access to high-quality training, and a mismatch between TCPD content and the actual needs of teachers. These challenges hinder teachers' engagement in professional development and ultimately impact the quality of instructional practices. Additionally, pressures to meet curriculum demands and the absence of ongoing support after training exacerbate these issues, resulting in stagnation in teaching quality. To enhance the effectiveness of TCPD programs, the study recommends implementing flexible scheduling to accommodate teachers' workloads and increasing budget allocations for professional development initiatives. Establishing robust follow-up mechanisms and ongoing support systems can improve the application of newly acquired skills in the classroom. Furthermore, fostering a culture of collaboration among educators through peer support networks and actively involving teachers in the design of TCPD content can help create more relevant and effective professional development experiences. By addressing these recommendations, educational leaders can significantly improve teaching quality and student outcomes in the region.