In-Service Teachers' Perceptions of the Effectiveness of the Cascading Model for Continuous Professional Development in Tanzania

Abstract

Despite the increasing number of teachers seeking to meet learning needs and ensure quality education for all, opportunities to access continuing professional development (CPD) are dwindling due to scarce resources. Education authorities have then prioritised the use of the Cascading Model (CM) for implementing continuous professional development due to its cost-effectiveness and its multiplier effect in reaching a large number of teachers. Therefore, this article explored teachers' perceptions of the effectiveness of a cascading model for implementing continuous professional development under the lens of sociocultural learning theory. The study employed a case study design and involved 10 selected in-service teachers who consented to participate. Data were collected through in-depth interviews and focus group discussions, and a thematic analysis method was employed. The findings suggest that educators perceive the cascading model of ongoing professional growth as inadequate, as they tend to engage sporadically in initiatives that lack consistency and significance. The findings further reveal that the cascading model is not worth providing professional development outcomes that align with their pedagogical practices. This results from multiple factors, such as scheduling issues, insufficient administrative support, or a discrepancy between available programs and teachers' specific requirements. The study recommends that professional development programs be designed to benefit teachers, particularly in upgrading their knowledge to achieve educational goals through effective pedagogical practices.