The role of leadership in workplace professional development for teachers

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Marriote Ngwaru

Second Supervisor/Advisor

Peter Kajoro


Institute for Educational Development, East Africa


Although innovative ways of ongoing professional development for teachers have been acknowledged as a significant component for school improvement, very little is known about how the school leadership contributes to it. This study therefore, explored how teachers develop professionally in their schools and how leadership contributes to their development in their workplace in a public secondary school in Tanzania.

A qualitative research design was used, and data was collected using interviews and document analysis. The participants included the head teacher, deputy head teacher, Head of English department, two teachers one teaching English and another teaching biology. I used teachers with different experiences in order to capture different experiences on leadership role in workplace professional development for teachers.

The study indicated that the teachers in the school learnt through teachers’ own practice, interaction with others, internet and books, seminars and workshops and networking with teachers from other schools. The study also established that leadership contributed to workplace professional development for teachers by facilitating teachers’ collaboration, supervision of teachers, facilitating attendance in workshops and seminars, ensuring the availability of resources and sharing of responsibility.

Although teachers developed professionally, inadequate resources and lack of structures for induction, mentoring, peer coaching, in-house training and classroom observations were identified as factors that limit teachers, professional development in the school.

Therefore, the findings recommend that, school leaders need to provide induction for new teachers, structure programs that facilitate collaboration, promote classroom observation and consider both internal and external seminars and workshops as important for teachers’ professional development.

This document is available in the relevant AKU library