The Role of Professional Development in Implementing Sustainable Development Goal 4 in A – Level Secondary Schools with a Focus of Teachers' Perception in Micheweni, Pemba, Zanzibar

Abstract

This study evaluated the role of professional development in implementing SDG 4 in A – Level secondary schools with a focus of teachers’ perception in Micheweni, Pemba, Zanzibar.  Utilizing a qualitative approach and case study design, the research targeted a population including teachers’ center subject advisers, the teachers’ center coordinator, A-Level head teachers, subject teachers, class teachers, and the District Education Officer. A purposive sample of 24 respondents provided diverse insights through semi-structured interviews and document reviews, with data analyzed thematically. The study underscores the transformative impact of teacher capacity-building programs in Micheweni, Pemba-Zanzibar, highlighting significant advancements in educational practices, curriculum modernization, and student performance over the past five years. These programs have aligned teacher development with international standards and SDG 4 objectives, leading to improved national exam results and a stronger focus on STEM education. To sustain and build on these achievements, it is recommended that stakeholders continue to align educational initiatives with global standards while incorporating local needs, strengthen partnerships, increase in-service training, and involve educational leaders more deeply in these programs. Regular curriculum and assessment updates will also be crucial in ensuring ongoing improvement and relevance in the region’s education system.

Keywords: Professional Development, Sustainable Development Goal 4 and A – Level Secondary Schools