The Role of Teachers' In-Service Training Programs in Enhancing Students' Competence-Based Learning Outcomes in Public Secondary Schools: A Case Study of Geita District, Geita-Tanzania

Abstract

This paper intended to examine the role of teachers’ in-service training programs in enhancing students’ competence-based learning outcomes in public secondary schools in Geita district, Geita region in Tanzania. This study used Maslow’s Theory of Human Motivation which was developed by Abraham Maslow in 1943. The study employed a mixed-methods and explanatory sequential design, Moreover, the study used sample of 105 respondents who were selected through both probability and non-probability sampling techniques. Data was collected using questionnaire and interview. Furthermore, reliability coefficient through Cronbach’s Alpha was 0.733.  Quantitative data were analyzed using SPSS (version 26), while qualitative data were analyzed thematically. The findings illustrated that most teachers have participated in in-service training, which has positively influenced their use of competence-based teaching strategies, particularly in enhancing student engagement and motivation. However, challenges such as infrequent training, lack of practical alignment with classroom needs, limited assessment skills, and insufficient follow-up support were evident. The study concluded that while in-service training significantly contributes to the implementation of competence-based learning, its impact is constrained without continuous support, relevance, and practical application. It was recommended that a structured and ongoing professional development system be established, including regular follow-ups, coaching, and classroom-based support. Training should also be contextually relevant, practically oriented, and equitably accessible to ensure effective implementation of competence-based education across schools.