Evaluating the Influence of Professional Development on Teacher Engagement and Educational Quality in Secondary Schools: A Study of Mbeya District

Abstract

Teachers' in-service training has been growing as a vital means to assist the multiple requirements of education to thrive in the 21st century. This study investigated how in-service training affected teachers' performance in Mbeya district public secondary schools. Convergent parallel design and a hybrid approach were used in the investigation. Data was gathered using interview techniques and questionnaires. 110 participants were chosen using basic random and purposive sample approaches, comprising 106 teachers, 3 heads of School, and 1 DSEO. When the validity and reliability of the research instruments were examined, the correlation coefficient for the questionnaires' dependability was found to be 0.82. While the qualitative data were analyzed thematically, the quantitative data were analyzed using descriptive statistics analysis supported by SPSS version 21. The findings showed that factors influencing teachers' decisions to undergo in-service training included new media and technology, modifications to the current curriculum, pedagogical advances, adjustments to social and political environments, and enhancements to educational policies. The government, other interested parties, and school administrators are advised in the document to allocate sufficient time and funds to enhance in-service training.