DOI: 10.31681/jetol.1642034 ISSN: 2618-6586

Teacher professional development programmes under the Zanzibar improving students’ prospect (ZISP) project: Factors for effective implementation

Hamad Massoud Hamad, Goodluck Massawe, Onesmo Nyinondi
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Introduction: Teacher Professional Development (TPD) is critical in advancing educational progress. Many countries have implemented various TPD models, from short workshop conferences to long-term in-school Professional Development (PD) and from peer coaching to online learning communities. In this context, as developing nations, Tanzania and Zanzibar are urgently modernising their education system with new teacher quality reforms and in-service training. The ZISP project, a crucial initiative implemented in Zanzibar from 2016 to 2021, responds to this urgent need for educational modernisation. Therefore, this study investigates enablers and barriers for the implementation of TPD programmes under the ZISP project training. Methodology: The study was carried out in Zanzibar, Tanzania, using a Cross-sectional research design, which involved collecting data at a single point in time. The target population consisted of Teacher Centre (TC) trainers, District Educational Officers (DEOs), and the Pemba Project Coordinator (PC). Purposive sampling was used to select key informants for face-to-face interviews. Primary data collection involved conducting Key Informant Interviews (KIIs) using a structured checklist, engaging 13 informants in person and three through telephone interviews. The qualitative data obtained from respondents was analysed thematically. Results/Discussion: The study findings identified key determinants for the successful implementation of TPD programs under the ZISP project. Several key factors, known as major drivers in this research, include financial resources, material resources, physical infrastructure, the need for training programs, and project training strategies. Literature has shown the importance of those factors for the implementation of the TPD program, which aligns with our study findings. Conclusion/Recommendation: Key findings from our study inform factors necessary to successfully implement such TPD interventions. As revealed from this study, TPD Programs largely depend on the availability of financial and material resources, physical infrastructure and training facilities. The study recommends that appropriate funding be provided so that comprehensive courses can be devised, fitted with suitable materials, and acilitated by expert pedagogical mentors.

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