This study evaluated the extent of implementing the Teachers’ Continuous Professional Development (TCPD) program in promoting the integration of science and technology into teaching and learning in public primary schools of Moshi Municipality, Tanzania. Employing a mixed-methods approach with a convergent design, the study collected and analyzed both quantitative and qualitative data simultaneously. The target population included 830 individuals from 37 public primary schools, including teachers, headteachers, TCPD school coordinators, one municipal primary education officer and one Municipal Primary education academic officer. A stratified random sampling method was used to select 110 teachers and 13 education stakeholders. Data collection instruments consisted of questionnaires, interview guides and observation guides, which were validated through expert review from the Faculty of Education of Mwenge Catholic University (MWECAU), specifically academic staff specialized in Educational Assessment and Evaluation, and reliability- tested via a pilot study (Cronbach's alpha = 0.881). The trustworthiness of qualitative data was ensured through triangulation. Quantitative data were analyzed using descriptive statistics via SPSS version 27, while qualitative data were subjected to thematic analysis. Ethical standards such as confidentiality, anonymity, and data integrity were strictly observed. The study revealed that the TCPD program has, to a great extent, enhanced teacher competencies in lesson planning, student engagement, assessment techniques, and digital tool usage. The study concluded that, TCPD is fundamentally empowering teachers with relevant competences in various aspects, despite challenges such as limited internet connectivity, which emerged as a barrier to effective technology integration. The study recommends that the Government, through the Ministry of Education, Science and Technology to strengthen internet infrastructure, ongoing digital training, and regular program monitoring to sustain the impact experienced.
Mbwambo et al. (Mon,) studied this question.