National Journal of Multidisciplinary Research and Development

Authors
Willy Kasuga

Abstract
This paper discusses the status of teacher professional development programmes (TPD) for science and mathematics teachers in Tanzania. Specifically the study aimed to; determine the TPD programmes available for science and mathematics teachers at Chang’ombe secondary school; find out how the TPD programmes are carried out at Chang’ombe secondary school; and explore challenges to provision of TPD programmes at school. The study was qualitative employing documentary review and semi-structured interviews. The sample size comprised 8 science and mathematics teachers, 4 heads of department and the head of the school. The findings of the study revealed that the majority of teachers teaching science and mathematics at Chang’ombe secondary school were not mentored. Instead they were provided responsibilities without any induction. Within the period of 4 years only four (4) teachers of science and mathematics out of 19 attended different professional development programs. These teachers attended different TPD programmes which were organized by the ministry of education and vocational training and sponsored by Japan International Cooperation Agency (JICA) together with subject association clubs which are organized by TAHOSA at district level. The study concludes that TPD programmes are the panacea for imparting science literacy to students and hence they must be part and parcel of teacher’s career.