Effect of teachers’ networks on teachers’ professional development and student performance in secondary schools in Tanzania

Abstract

The emergence of the knowledge society age calls for innovative forms of teachers’ professional development for improving student performance outcomes. Teachers’ networks are the innovative forms of teachers’ professional development. This survey study focused on assessing the effect of teacher networks on teachers’ professional development and student performance outcomes. In addition, the study sought to seek opinions from teachers on how teachers’ networks can be improved. Data were collected using questionnaires administered to 318 science teachers purposively selected from ordinary level secondary schools. Analysis was carried out using descriptive and inferential statistics. Findings revealed a significant positive relationship between teacher networks and teachers’ professional development (r = .36; two tailed p < .05). Also, a positive but rather weak statistical significance relationship (r = .23; two tailed p < .05) between teachers’ professional development and student performance was found. Furthermore, 44.65% of the participants proposed meeting frequently as a way to improve teacher networks. Findings are discussed, implications drawn and recommendation made.

Keywords: Teachers’ professional development, teachers’ networks, student performance outcomes.