Public Primary School Teachers’ Willingness for Participation in In-Service Training Programmes in Arusha City, Tanzania

Joseph E. Mushi
Officer in charge of Pre & Primary Adult Education and Non-Formal Education, Arusha City
Email: betrod00031@gmail.com

Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com

Abstract: This study assessed public primary school teachers’ willingness to participate in in-service training programmes in Arusha City. Specifically, the study examined the extent to which administrative practices influence their willingness to engage in training and how administrative support shape teachers’ attitudes towards participation in in-service training programmes in public primary schools. Adult Learning Theory guided the study. Convergent mixed methods research design was employed. The target population involved one City Primary Education Officer (CPEO), 51 head teachers, and 1,504 teachers from 51 public primary schools. A sample size of 105 participants comprised of 94 teachers, 10 head teachers, and 1 CPEO. Teachers were selected by simple random sampling while purposive sampling was applied for the head teachers and CPEO. Quantitative data were collected through questionnaires and qualitative data through interview guide. The instruments were validated by education experts, and a reliability coefficient of r = 0.921 was obtained using Cronbach’s Alpha. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically alongside research questions. The findings revealed that teachers’ training improved their teaching confidence, classroom management, use of assessment, and learner outcomes. Further, administrative support does not adequately play its role in shaping teachers’ willingness to participate in in-service training programmes. In conclusion, teachers’ willingness to participate in in-service training contributes to their professional growth and instructional effectiveness. The study recommends that education stakeholders should ensure regular communication, provide logistical and financial support, and implement school-based incentives to promote effective teacher participation in professional development programmes.