Enhancing Vocational Education in Primary Schools Evaluating Teacher Training Effectiveness in Ilala Municipality, Tanzania

This study investigates the effectiveness of teacher training programs in enhancing the teaching and learning process of vocational skills education in primary schools within Ilala Municipality, Tanzania. Using the Kirkpatrick Model of Training Evaluation, the research examined current pedagogical practices, assessed training program effectiveness, and identified challenges in vocational skills instruction. The mixed-methods approach involved 360 participants, including teachers, heads of schools, pupils, and education officers, with data collected via structured questionnaires, interviews, observations, and document reviews. Quantitative data were analyzed using SPSS, while qualitative data underwent thematic analysis. Findings revealed that teacher training programs often emphasize theoretical over practical teaching methodologies, with limited resources and follow-up support exacerbating the challenges. Recommendations include tailored professional development programs, improved resource allocation, and systemic reforms to ensure alignment with vocational education goals. The findings underscore the need for an integrated approach to bridge the gap between curriculum requirements and classroom practices.