Challenges Facing Educational Leaders on Provision of Professional Development to Teachers of Open Secondary Schools in Tanzania: The Case of Kaloleni Ward in Arusha City Council

Abstract

Several studies have shown the impact of professional development to teachers. Despite the importance of such studies, studies on professional development to teachers of open secondary schools are few. Thus, this study aimed to investigate challenges facing educational leaders on provision of professional development to teachers of open secondary schools in Tanzania: A case of Kaloleni Ward. Professional development plays an important role to teachers. It refers to a process embracing all activities that enhance professional career growth. This study used descriptive and exploratory research design to obtain data from Open Secondary School teachers and leaders in Arusha City Council. A sample of 41 participants was selected for the study using both simple random sampling and purposive sampling techniques. Primary data were collected from books, journals, and papers whereas interview and questionnaire methods were used in collecting secondary data. Data were analysed both quantitatively and qualitatively and kept under validity and reliability examination. The study found several challenges facing non-formal educational leaders in provision of professional development to teachers where lack of fund and managerial skills by the leaders, and lack of motivation by the teachers were among the major ones. It was recommended that the government through the ministries and institutions concerned should pay more attention to non-formal education by ensuring that adequate fund is available for teachers’ professional development. Again, leaders and teachers under non-formal education should have plans in hand for sustainable teachers’ professional development