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This study focused on and critically analyses perceptions and practice of Teacher Professional Development by head teachers, primary school teachers, ward education coordinators, district education officers, school inspectors, and members of the school committee in six school districts. A total of 186 respondents were purposively sampled and reached. Data on the nature, importance, organization, motivation, adequacy of and support for Teacher Professional Development, were gathered using questionnaires, interviews and observation checklist. Qualitative responses were coded, categorized and analyzed into themes. Quantitative data were analyzed using frequencies and percentages. Majority respondents perceived Teacher Professional Development as being important because it improves the teacher professionally, academically and technically. However, most respondents thought it was inadequately supported and motivated. At all levels (national, district, ward and school levels), Teacher Professional Development was poorly coordinated and rarely budgeted for. The findings indicate a conception and practice of Teacher Professional Development which combines both the raising of teacher academic qualifications and professional growth. This study is a significant contribution to the understanding of Teacher Professional Development in developing countries contexts where general pedagogical knowledge takes precedence over the teacher's knowledge of the subject matter.
Komba et al. (Tue,) studied this question.