Exploration of the Challenges Facing In-service Training Operation in Public Secondary Schools in Tanzania

Abstract

The study explored challenges that face operations of in-service training in public secondary schools in Mbeya district, Tanzania. Specifically it identified challenges facing the operation of in-service training and established possible strategies that are used to enhance effective implementation of in-services training. Methodologically, the study was guided by pragmatism paradigm that employed mixed research approach and convergent parallel research design. The data to respond this study were collected through questionnaire and interview methods. A total of 110 respondents were involved in this study as sample size. Descriptive and thematic analysis was used to analyse data from questionnaire and interview. The study findings revealed that in-service training were offered with intention of enhancing their professional competence and development, however, the operation of in-service training programme are continuous facing several challenges including poor planning of training programmes, lack of clear follow-up strategies and insufficient funding of  programmes. Moreover, it was identified various strategies that could enhance effective implementation of teachers’ in-service which were allocating enough budget, providing enough time for in-service training and formulation of good education policies for the operation of in-service training in public secondary schools. The study concludes that in-service training is among the good programme for improving competencies of teachers however, it has been facing with varying challenges. Finally, the study recommends to the government, stakeholders and school administrators of public secondary school to pull up together and provide directly and indirectly adequate resources to enhance operation of in-service training by mitigating those unveiled challenges.