Contribution of Teachers’ Professional Competencies on Job Performance in Public Secondary Schools in Monduli District Council, Tanzania

Chiremeji Bwire Nyanyama
Irkisongo Secondary School, Monduli.
Email: chiremejinyanyama@gmail.com

Kennedy Omondi Otieno & Patrick Olemong’i
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com&patrickngalaole@gmail.com

Abstract: The study investigated the contribution of teachers’ professional competencies on their job performance in public secondary schools in Monduli Districts Council. Specifically, it assessed the extent to which subject competence influence teachers’ performance and investigated how digital technological competence contributes to teachers’ performanceTechnological Pedagogical Content Knowledge (TPACK) guided the study. Cross-sectional design was adopted. The study targeted a population of 517comprising of 481 teachers from 16 school heads and 20 WEOs. Sample size consisted of 155respondents (144 teachers, 5head teachersand6 WEOs). Stratified random sampling technique was employed to select teachers while criterion purposive sampling for school heads & WEOs. Data collection was done through questionnaires interview guide and documentary analysis. Validity was established through expert judgment whereas reliability was determined using Cronbach’s Coefficient Alpha method and reliability index, TQ; r=0. 978 was obtained. Trustworthiness and dependability of qualitative data was established through peer debriefing and detailed reporting of the research process. Descriptive statistics was used to analyse quantitative data in the SPSS version 25 and results were presented in tables, while qualitative data were analyzed thematically. From the findings, subject competence enhances teachers’ confidence, instructional effectiveness, classroom management, lesson delivery, assessment practices, and overall teaching performance. In conclusion, enhancing teachers’ professional competencies through targeted training, supportive leadership, mentoring, adequate resources, and technology integration is essential for improving educational quality and student learning outcomes in public secondary schools. The study recommends that school leaders should create supportive environments that encourage participation in professional development initiatives.