Abstract: This study purposed to examine the appropriateness of the communication channels employed in implementing Teachers Continuous Profession Development (TCPD) in Nyamagana District Secondary schools, Mwanza Tanzania. Descriptive survey and explanatory research designs together with mixed methods approach were used in this study. The study Population consisted 32 Nyamagana secondary schools owned by the government. The researcher used both probability and non-probability techniques to get a good representative respond to the quantitative and qualitative data collection tools of this study. The study sample were 200 secondary teachers among other education officials as key respondents. Data were collected through both interview guides and questionnaires. Quantitative data was analyzed descriptively and presented by use tables, graphs and pie charts which were displayed through percentages and frequencies. In addition, content analysis was used to analyze qualitative data from the interview guides. Findings of the study shows that, WhatsApp (76.3%) and Dialogue (65.4%) “very frequently” were used channels for the implementation of Teachers Continuous Professional Development policy in Nyamagana district secondary schools by teachers. The study concluded that, selection of the effective communication channel affects the outcome of TCPD implementation in secondary schools. However, teachers were faced with limited knowledge and skills because of the nature the participatory communication approach was used in implementing TCPD within their secondary schools . This study recommends the government to provide internet network in Secondary schools as well as computers and television sets for use.

Key words: Communication channels, implementation, Continuous Profession Development, Teachers