Abstract: The study sought to assess teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools in Dodoma Municipality. Thus, the specific objectives of this study were to assess teachers’ conception of the available social network opportunities that can support professional development and to examine the limitations that hinder teachers’ use of social networks available for professional development. The paper is guided by the social-cognitive theory which stresses that learning takes place in a social environment. A cross-sectional research design was used to collect data that involved 84 teachers from ten secondary schools, six heads of schools, three quality assurers, and one respondent from the District education office. Qualitative data were analyzed through content analysis and quantitative data were descriptively analyzed through SPSS Version 20 of which the mean score was obtained. The survey results indicated teachers had positive conceptions towards the use of social networks as a tool for professional development. Furthermore, the findings revealed that teachers faced several challenges which include lack of training on how to integrate SNs in TPD and high costs of the internet bandwidth, just to mention a few. Finally, the researchers recommend that teachers should be exposed to professional development programs that empower them to develop various pedagogical skills and understand a variety of learning environments that can improve their practice through collaborative online social networks. Again, teachers should be provided with opportunities to use the available SNs to create professional learning networks in their local context and globally.
Manyama, C & Ndibalema, P (2021). Teachers’ Conception Towards The Use Of Social Networks As A Tool For Professional Development In Tanzania Government Secondary Schools: The Case Of Dodoma Municipality, Tanzani. Afribary. Retrieved from https://afribary.com/works/teachers-conception-towards-the-use-of-social-networks-as-a-tool-for-professional-development-in-tanzania-government-secondary-schools-the-case-of-dodoma-municipality-tanzani
Manyama, Charles and Placidius Ndibalema "Teachers’ Conception Towards The Use Of Social Networks As A Tool For Professional Development In Tanzania Government Secondary Schools: The Case Of Dodoma Municipality, Tanzani" Afribary. Afribary, 07 May. 2021, https://afribary.com/works/teachers-conception-towards-the-use-of-social-networks-as-a-tool-for-professional-development-in-tanzania-government-secondary-schools-the-case-of-dodoma-municipality-tanzani. Accessed 26 Apr. 2024.
Manyama, Charles, Placidius Ndibalema . "Teachers’ Conception Towards The Use Of Social Networks As A Tool For Professional Development In Tanzania Government Secondary Schools: The Case Of Dodoma Municipality, Tanzani". Afribary, Afribary, 07 May. 2021. Web. 26 Apr. 2024. < https://afribary.com/works/teachers-conception-towards-the-use-of-social-networks-as-a-tool-for-professional-development-in-tanzania-government-secondary-schools-the-case-of-dodoma-municipality-tanzani >.
Manyama, Charles and Ndibalema, Placidius . "Teachers’ Conception Towards The Use Of Social Networks As A Tool For Professional Development In Tanzania Government Secondary Schools: The Case Of Dodoma Municipality, Tanzani" Afribary (2021). Accessed April 26, 2024. https://afribary.com/works/teachers-conception-towards-the-use-of-social-networks-as-a-tool-for-professional-development-in-tanzania-government-secondary-schools-the-case-of-dodoma-municipality-tanzani