Impressive and dissuasive management practices in teacher professional development. Experience from public primary school teachers upgrading professional qualifications in Tanzania

Despite Head Teachers (HTs) and District Education Officers (DEOs) recognized as key actors in promoting Teacher Professional Development (TPD) in Tanzania, only a small portion of teachers have upgraded their professional qualifications, and there has been enormous variations of teachers upgrading qualifications across all districts in Tanzania. This study examines impressive and dissuasive management practices done by HTs and DEOs in supporting TPD among public primary school teachers upgrading professional qualifications in Tanzania. The study employed a qualitative research approach and multiple-case design. Interviews and focus group discussions were used in data collection and analyzed thematically. The study involved 2 DEOs, 12 HTs and 36 teachers selected from two districts representing high and low status of upgraded teachers. The findings revealed that impressive practices supporting teachers in upgrading their qualifications are associated with approving study leave on time, giving teachers courage and sufficient time for TPD, and assisting teachers in searching for appropriate learning institutions and materials. Conversely, dissuasive practices are associated with using restrictive study leave criteria, apprehensive language, favoritism and being uncooperative to teachers. Furthermore, teachers’ shortage in most public schools, lack of TPD funds and teacher-related factors were key challenges faced by HTs and DEOs in supporting upgrading teachers. The study concludes that management practices done by HTs and DEOs have both negative and positive effects on TPD for upgrading teachers. While impressive management practices inspire TPD, dissuasive practices act as a barrier to TPD. Among other things, the study recommends training of HTs and DEOs on effective TPD management, and policy-makers should involve teacher representatives when developing policies for TPD in order to tape their ideas for creating conducive policies for teachers upgrading professional qualifications.