Teacher Professional Development and Teacher Preparedness in Government-Aided Primary Schools in Sheema Municipality, Sheema District

The study was done to establish the relationship between teacher professional development and teacher preparedness in government-aided primary schools in Sheema Municipality. The objectives of the study were to establish the levels of teacher professional development in government-aided primary schools in Sheema Municipality, to establish the level of teacher preparedness in government-aided primary schools in Sheema Municipality and to establish the relationship between teacher professional development and teacher preparedness in government-aided primary schools in Sheema Municipality. The researcher used a descriptive survey design. The study population included head teachers, teachers, Senior Education Officer and Municipal Inspector of Schools. The sample size was 228 respondents. The research methods were interviews and observation while the research instruments was interview guide and documentary review. Qualitative data from the field was edited to eliminate errors made by respondents while Quantitative data was analyzed using Spearman's rho correlation coefficient (r) to establish the relationship between variables. The findings revealed teachers' engagement in professional development activities revealed a generally moderate level of participation with a mean of 3.49, across various indicators. The assessment of teacher preparedness based on the reviewed criteria revealed that teachers were generally effective in utilizing instructional materials for their regular use, organization, and accuracy. With a mean score of 3.41 that reflected a moderate level of preparedness. Recommendations were tailored to address the identified gaps in professional development and teacher preparedness. Establish mentorship programs, promote reflective practices among teachers, schools should update pre-service education curricula, offer targeted training, provide incentives for ongoing learning, and foster supportive school environments