Exploring The Influence Of Organizational Structure Support In The Professional Learning Community For Public Primary Schools Teachers In Tanzania

This study explores the influence of organizational structure in supporting the professional learning community to public primary school teachers in Tanzania.Five specific objectives guided this study,namely,Professional learning community inventiveness in public primary schools in Tanzania,identification of organizational structure strategies for the professional learning community in public primary school teachers in Tanzania,examination of the role of organizational structure in supporting teachers’ professional learning community to public primary school teachers in Tanzania,identification organizational structure challenges in supporting the professional learning community in public primary school teachers in Tanzania and to the identification of teachers’ challenges in adapting the organizational structure support in the professional learning community to public primary school teachers in Tanzania.The study employed diverse research approaches with a convergent design to achieve the study’s objectives.A total sample of 400 participants was used as local government administrators(DED and DAS were 2;District Education Officers and District Academic Officers 2;Heads of Schools were 26;Heads of School departments were 40,and Public Primary Schools Teachers were 330.The methodology used for the study is the convergent mixed method.Data was collected through structured questionnaires,structured interviews,Focus group discussions,and documentary reviews,and the Data analysis method used were factor teaching,group teaching,action research,seminars,networking practice,and community;of course,the organization structure inventiveness in the professional learning community to public primary school teachers in Tanzania.The findings have shown that organizational strategies like analysis of instructional episodes,learning community,dialogue,and cooperation,innovating virtual communities,investments in the capacity of a professional learning community,self-help staff development meetings,and upgrading teacher learning resources were used.Further,the findings of this study revealed that factors like lack of resources allocated for the professional learning community,the predominance of a traditional approach to the professional learning community,lack of support from teachers themselves,sufficient budget for the professional learning community,lack of clear policy,poor infrastructure,and ineffective organization of professional learning community are the challenges facing organizations to support professional learning community in public primary schools in Tanzania.Findings show that factors include lack of interest by some teachers,lack of support by the school management,lack of direct relationship between teachers,developments and other existing developmental programs and traditional conceptions of a professional learning community,as well as limited knowledge on professional learning community lack knowledge of what professional learning community for teachers entails,Concept scope and features of teachers,jealously among member of the professional learning community,and fealing superior among member of the professional learning community are the challenges facing teachers in adapting the organizational support in teachers’ development in public primary schools in Tanzania.It determined that the relevance of organizational structure support for primary school teachers in Tanzania cannot overstated.Administrative assistance,in particular,has been used to increase teachers’ professional learning communities,work satisfaction,and performance throughout this period of educational reform.Therefore,the findings of this empirical study are expected to have fruitful implications for practitioners and academicians.On the academic side,this study makes a significant contribution to the organizational literature by systematically exploring the influence of administrative structure support on the professional learning community to public primary school analysis and thematic analysis.The study’s findings revealed lesson studies,team teachers in Tanzania(organization structure focus on district education administration,school management,school department,and teacher themselves).In particular,the current study findings support the proposition that organization structure should be recognized as a significant antecedent and tool to influence teachers’ professional learning community in public primary schools in Tanzania.On the practitioners’ side,the critical influence of organization structure support on Tanzania’s teachers highlighted.This study,therefore,submits that organizational structure starting from the district educational officer,school management,school department,and teachers themselves,should corporate to develop strategies for supporting teachers.Educators who see organizational structure support will likely like their profession and generate superior results.Moreover,practitioners,such as district educational officers,who wish to increase teacher performance should target organizational structure interventions that encourage and shape public primary school teachers’ professional learning communities.