The influence of knowledge sharing practices on teaching competencies among selected secondary school teachers in Morogoro municipality, Tanzania
DOI:
https://doi.org/10.51867/AQSSR.3.3.43Keywords:
Knowledge-Sharing Practices, Morogoro Municipality, Secondary School Teachers, Teaching Competencies, TanzaniaAbstract
Knowledge-sharing practices and continuous development of teaching competencies are essential for improving instructional quality and student learning outcomes, particularly in resource-constrained secondary education systems in Tanzania. Guided by the Communities of Practice (CoP) theory, this study explores the influence of knowledge-sharing practices on teaching competencies among selected secondary school teachers in Morogoro municipality. Specifically, the study assessed the current status of teaching competencies among selected secondary school teachers in Morogoro municipality. The study employed a mixed-method approach, integrating quantitative and qualitative approaches to provide a comprehensive understanding of the influence of knowledge-sharing practices on teaching competencies. Quantitative data were collected from 175 secondary school teachers using questionnaires, while qualitative data were obtained through semi-structured interviews. Data were analyzed using SPSS version 27 to determine frequency, percentages, and regression analysis was used to examine the influence of knowledge-sharing practices on teaching competencies, while content analysis was used to analyze qualitative data. The study found that teachers in Morogoro municipality demonstrated relatively high competence in traditional pedagogical areas. However, the use of Information and Communication Technology (ICT) in teaching resulted in lower levels of competence, highlighting ongoing obstacles in technology-enhanced instruction. Moreover, the findings revealed that Communities of Practice comprised the most common knowledge-sharing practice among the selected secondary school teachers, recording a mean score of 3.92. Regression analysis revealed that documentation and sharing (β=0.256, P=0.003), peer-to-peer sharing (β=0.206, P=0.009), and mentorship and coaching practices (β=0.236, P=0.008) had a positive and statistically significant influence on teaching competencies. Therefore, the study recommends that schools and educational authorities should strengthen sustainable, school-based collaborative learning structures, mentorship systems, and institutional knowledge documentation practices while simultaneously improving Information and Communication Technology (ICT) infrastructure and institutional support systems to maximize the effectiveness of technology-supported and formal professional development initiatives. The study provides practical insights for education policymakers and school administrators to institutionalize collaborative professional development frameworks, thereby cultivating a sustainable culture of peer learning and ultimately enhancing the quality secondary education in Morogoro municipality.
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