Browsing by Author "James, Edina"

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    The contribution of mentorship practices to teachers’ retention in Korogwe District Tanzania
    (University of Dar es salaam, 2019) James, Edina
    The study assessed the contribution of mentorship practices to Teachers’ retention in Secondary Schools in Korogwe District, Tanzania. The objective of the study were four fold: firstly to explore prevalence of mentorship practices among secondary school teachers, secondly, to explore magnitude of teachers’ retention in Korogwe District, thirdly, to examine the extent to which mentorship practices influence teachers’ retention in secondary schools and fourthly to examine the limitations facing the provision of mentorship practices in Secondary schools. The study employed mixed methods approach involving embedded research design Purposive sampling and convenience sampling techniques were employed to select a sample of 136 participants. The schools were also purposively selected in order to get picture of contextual specifies. Data were collected through focus group discussion, questionnaires, documentary review and semi-structured interview methods. The analysis employed content analysis and SPSS. The main findings of the study revealed that most of the visited government secondary schools provided mentorship to their teachers. Teachers were introduced and oriented to the schools mentored in teaching and learning activities and were also mentored in classroom management. The study revealed that were was close association between mentorship practices and teachers’ retention in government secondary schools Misconception of mentorship, lack of formal mentorship programs and teachers’ behaviours are among limitations facing provision of mentorship practices in government secondary schools. The study recommended that provision of mentorship practices in secondary schools should formalized and more importantly be provided to teachers timely. Teacher training institutions should provide professional training programs that include mentorship component so as to have trained mentors in schools and Districts that will include DEOs, WEOs and heads of Schools this will create awareness on mentorship practices and promote its implementation and continuous teachers' retention in government secondary schools.
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    Forest resource and changes in Households’ livelihoods in Handeni District, Tanzania
    (University of Dar es Salaam, 2008) James, Edina
    In many forested rural areas of Tanzania and also in many parts of the world the forest resource has been an important livelihood option used by the people living around it. Due to lack of other economic activity options, the forest resource has been the main activity subsidizing peasantry agriculture. It has supplied people people with domestic fuel, building materials, additional food supply, medicine, and more importantly, a source of income. The study aimed at examining the role of forest resources in changing the livelihoods of households in Handeni district. The study involved 117 households residing around the Kofi forest in Handeni district, Tanga region. Both primary and secondary data were obtained from various sources which included socio-economic characteristics, rural livelihood strategies, forest degradation and forest management strategies. Methods used in data collection were focus Group discussion, structured questionnaire, semi structured interviews and observations. The study used both qualitative and quantitative tools in analyzing data these included computer applications such as Ms Excel Statistical packages for the Social Sciences (SPSS) and the GIS package. The study has found that the people of Handeni district have benefited from the utilization of the forest resource which has changed the lives of households in the area. Changes in the status of the Kofi forest. Lastly the study has established that there are weaknesses in the management of Kofi forest which necessitates urgent and timely management intervention.