Teacher’s Perception on In-Service Training in Primary Schools in Dodoma City

Haule Grasia & Milka V. M. Otieno
St John’s University of Tanzania, Dodoma
Email: grasiahaule5@gmail.com

Abstract: This study aimed to examine teachers’ perceptions of in-service training in primary schools in Dodoma City. It assesses how such training influences pedagogical practices, classroom management, and strategies for inclusive education. A qualitative case study design was employed, using in-depth interviews, focus group discussions, and document reviews with 22 purposively selected participants, including headteachers and both in-service and non-in-service trained teachers. Findings revealed that teachers generally perceived in-service training positively, highlighting gains in professional growth, teaching strategies, and classroom diversity management. However, challenges such as limited resources, irregular schedules, insufficient follow-up, and irrelevant content hinder effectiveness. The study concludes that structured, well-supported, and context-relevant training is essential for sustainable teacher development.