The Constraints of Capacity Building Programmes on Teachers’ Job Commitment in Tanzania: A Case of Few Selected Public Secondary Schools in Rorya District

This research examines the factors that impede the effectiveness of capacity-building programmes in improving teachers' job commitment within public secondary schools, specifically in Tanzania. Employing a pragmatic mixed-methods approach, the study integrates quantitative data from 44 teachers alongside qualitative insights from 15 teachers, 5 headmasters, 5 ward education officers, and 3 district education officers. The primary findings indicate that resource scarcity, difficulties in applying acquired skills, misalignment of programmes with the needs of teachers, inadequate follow-up support, and the lack of systematic evaluations are significant obstacles. Furthermore, the research identifies strategies to address these challenges, such as regular and targeted training, programmes focused on practical skills, enhanced allocation of time and resources, opportunities for peer collaboration, and involving teachers in the design of programmes. These findings are instrumental in informing policies and practices that aim to promote teacher development, enhance educational quality, and boost job commitment in settings with limited resources.