Asian Journal of Probability and Statistics 9(3): 5-24, 2020; Article no.AJPAS.61505 ISSN: 2582-0230 _____________________________________ *Corresponding author: E-mail: kibona.charles@yahoo.com; Professional Development Needs to Improve Teaching Science in Secondary Schools: Case Study of Mbeya, Tanzania Charles Ephraim Kibona 1* , Joyce Sifa Ndabi 2 and Isack Ephraim Kibona 3 1 Loleza Girls Secondary School, Mbeya, Tanzania. 2 School of Education, University of Dar es Salaam, P. O. Box 32871, Dar es Salaam, Tanzania. 3 Department of Mathematics and Statistics, Mbeya University of Science and Technology, Tanzania. Author s’ contributions This work was carried out in collaboration among all authors. All authors read and approved the final manuscript. Article Information DOI: 10.9734/AJPAS/2020/v9i330227 Editor(s): (1) Dr. Manuel Alberto M. Ferreira, Lisbon University, Portugal. Reviewers: (1) Rafaella Queiroga Souto, Federal University of Paraiba, Brazil. (2) Rubia Poonar, Baba Farid University of Health Sciences, India. Complete Peer review History: http://www.sdiarticle4.com/review-history/61505 Received: 28 July 2020 Accepted: 05 October 2020 Published: 26 October 2020 _______________________________________________________________________________ Abstract Aim: This study examined pedagogy and subject content needs for Professional Development (PD) to improve teachers’ skills in teaching science in secondary schools in Mbeya, Tanzania. Study Design: The study employed a quantitative research approach and cross-sectional survey design. Methodology: The main instrument used for the study was questionnaire. In this study, schools were randomly selected, and 256 respondents, science teachers were selected through stratified sampling technique. The data collected were analyzed quantitatively. Results: Science teachers need Professional Development (PD) in Pedagogical Knowledge (PK), masterly of science subject contents and technological skills of modern teaching. There was no significant difference in the mean scores for components of pedagogy knowledge between teachers who teach math subject and those who teach physics, chemistry and biology at ∝ = 0.005 using independent samples t- test. Teachers need of PD in subject content in topics were as follows: accounts (61.7%), genetics (46.2%), electromagnetism (44.2%), electronics (40.4%), circles and the Earth as a sphere (29.6%), statistics and probability (28.4%), inorganic chemistry (25%), and ionic theory and electrolysis (24.1%). Conclusion: Science and mathematics teachers in Secondary schools need PD intervention in the subject content of science subjects. Case Study