Exploring the Role of School-based Training on Teaching Productivity among Teachers in Public Primary Schools at Morogoro Municipal, Tanzania

Abstract

An effective school-based teacher professional development enhances teachers’ productivity, as it provides them with practical skills for diversifying their pedagogical practices and influencing student achievements. This study explored the role of school-based professional development training known as MEWAKA on teaching productivity and student outcomes in Morogoro Municipality’s public primary schools, guided by Social Cognitive Theory (SCT). A convergent parallel mixed-methods approach was employed to collect data from 30 teachers through questionnaires and three head teachers through in-depth interviews. Findings indicate that teachers perceive school-based training as relevant and effective in enhancing lesson preparation, delivery, classroom management improvement, and sharing experiences, aligning with SCT’s focus. However, classroom management improvements were less pronounced, likely due to large class sizes and resource constraints. Head teachers emphasized supportive environments, teaching materials, and quality assurance as critical for sustaining progress. The study recommends strengthening school-based training with sustained resources, practical alignment, and ongoing mentorship to enhance teaching practices and student outcomes in Tanzania primary schools.