Managerial Strategies for Enhancing In-Service Teacher Training Programmes in Public Secondary Schools: A Case of Kahama District Council, Tanzania
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-27Keywords:
Managerial Strategies, In-Service Teacher Training, Professional Development Management, Adult Learning Theory, Kahama District, TanzaniaAbstract
This study examined the managerial strategies that enhance in-service teacher training (INSET) management in public secondary schools in Kahama District Council, Tanzania. Anchored in Malcolm Knowles’ Adult Learning Theory (Andragogy), the study used a mixed-methods approach with a convergent parallel design, gathering quantitative and qualitative data simultaneously from 88 respondents: 83 teachers, 4 heads of school, and 1 District Education Officer, selected through stratified, systematic, and purposive sampling across four schools. Data came from a structured Likert-scale questionnaire, semi-structured interviews, and documentary review, analyzed using descriptive statistics and thematic analysis. The instrument showed outstanding reliability (Cronbach’s Alpha = .991). Results revealed an overall mean of 1.74, showing strong teacher agreement that ten strategies enhance INSET management. Curriculum-responsive training was rated most critical (mean = 1.51), followed by collaborative professional cultures (1.56), equitable teacher rotation (1.63), continuous professional support (1.68), expanded training opportunities (1.73), e-learning (1.78), incentives (1.80), and sustained support with extended training duration (1.93 each). Interviews with head teachers and the District Education Officer revealed a deeper structural problem: INSET planning remains centralized, leaving schools with little say in shaping the training they receive. The study concludes that managerial strategies are necessary but institutionally fragile, requiring deliberate decentralization, equitable access, and sustained follow-up rather than sporadic, centrally imposed workshops. It recommends that the District Education Office institutionalize school-level needs assessments, a transparent rotation system, and structured post-training monitoring, and that school heads develop school-based INSET plans tied to improvement goals.
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Copyright (c) 2026 Neema Charles Magongo, Dr. Felix Goldman (Author)
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