Teachers’ professional development needs for improving English language teaching in Tanzanian secondary education

This study had two objectives: (1) to identify the professional development needs of English language teachers and (2) to examine the organisational support required to develop the teaching profession. A qualitative case study design was employed. Twelve secondary school English language teachers participated in the study. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings indicate that teachers require professional development focusing on pedagogical skills, the application of technology in English language teaching, classroom management competence, language assessment skills, strategies for handling learners with special needs and the design of instructional materials. Regarding organisational support, teachers highlighted the need for sustained opportunities for professional development and strengthened school infrastructure. The study concludes that TPD is a cornerstone for the advancement and provision of education quality and improvement of student performance. Teachers require continuous and targeted PD to stay abreast of evolving educational standards, technological advancements, and diverse student needs. Effective PD programs should be designed according to the needs and not as a normal routine scheduled by educational authorities. The study recommends that future studies could employ classroom observations so as to triangulate teachers’ reported professional development needs with what they actually practise in the classroom.