Browsing by Author "Alfan, Irene"

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    Effectiveness of inset programme in facilitating improvement of teaching and learning in Tanzania’s public secondary schools: a case of Dar es Salaam
    (University of Dar es salaam, 2016) Alfan, Irene
    The study thought to assess the effectiveness of the inset programme as a part of teacher training in Facilitating the Improvement of Teaching and Learning process in Tanzania’s Public Secondary Schools in Dar es Salaam. The study was guided by three specific objectives namely: To explore the techniques used by INSET programme for teachers to improve teaching and learning; determine the extent in which the INSETs programmes been effective in improving teaching and learning. The study employed a case study design under a mixed methods research approach. The sample comprised of 57 respondents of three categories namely; secondary school teachers, heads of schools and education officers. To collect requisite data, questionaires, interviews and documentary review were used. Data were analyses with the help of Statistical Package for Social Sciences (SPSS) VERSION 20.0, which facilitated in particular cross-tabulation. The findings were then tabulated and summarized, with percentages obtained. The study established that INSET teacher training contributes towards strengthening teachers’ efficiency and effectiveness. The study found that several INSET programmes were employed. These includes the study centre, seminars/workshop and face to face were more widely used to train teachers than mentoring/coaching, meetings and forums. The participants were selected purposively by using specific criteria such as teaching subjects, experience, level of education of the teacher, fields/specialization and performance of that particular teacher at school. Furthermore, it was established that the Ministry of Education and Vocational Training, the Tanzania Institute of Education (TIE). The National Examination Council of Tanzania (NECTA) and Non-Governmental Organizations (NGOs) were responsible for organizing INSET programmes in secondary schools. 0n the other hand, the INSET programmes faced challenges such as lack of funds, poor evaluations, inadequate material and equipment, poor time management for the INSET programmes; poor environment in the INSET programmes centre; absence of enough and qualified teachers; poor organization and poor motivation among the participants. In the light of the study findings, it was recommended that sufficient and effectiveness INSET of teachers should be made available for enhancing the performance of the students as well. Among other, INSET should equip a teacher with new pedagogical skills, shape teacher, knowledge and raise awareness