Teacher-Related Factors Influencing the Sustainability of Continuous Professional Development in Ubungo District Public Primary Schools, Tanzania

Abstract

This study examines teacher-based factors influencing the sustainability of Teachers’ Continuous Professional Development (TCPD) in public primary schools in Ubungo District, Tanzania. Specifically, it assesses how teachers’ motivation, professional competencies, and collaboration practices affect the long-term sustainability of TCPD initiatives.

The study was conducted in an urban primary school context in Ubungo District using a mixed-methods cross-sectional design. Quantitative data were collected from 384 teachers through structured questionnaires, while qualitative data were obtained through interviews with four head teachers and one district education official. Quantitative data were analysed using descriptive statistics, whereas qualitative data were analysed thematically.

The findings indicate that teachers’ motivation, perceived relevance of TCPD, and collaborative practices significantly contribute to sustainability. However, limited reflective practice and variations in professional competence constrain sustained engagement in TCPD.

Theoretically, the study contributes by integrating learning and motivational perspectives to explain TCPD sustainability, positioning teachers as central agents in sustaining professional development programmes. Practically, the study highlights the need to strengthen teacher motivation, institutionalise collaborative learning, and enhance professional competencies.

The study recommends embedding teacher-driven and reflective practices within school systems to support long-term improvements in teaching quality and student learning outcomes.