Teacher’s Perception on In-Service Training in Primary Schools in Dodoma City

This study aimed to examine teachers' perceptions of in-service training in primary schools in Dodoma City.It assesses how such training influences pedagogical practices, classroom management, and strategies for inclusive education.A qualitative case study design was employed, using in-depth interviews, focus group discussions, and document reviews with 22 purposively selected participants, including headteachers and both in-service and non-in-service trained teachers.Findings revealed that teachers generally perceived in-service training positively, highlighting gains in professional growth, teaching strategies, and classroom diversity management.However, challenges such as limited resources, irregular schedules, insufficient follow-up, and irrelevant content hinder effectiveness.The study concludes that structured, well-supported, and context-relevant training is essential for sustainable teacher development.