Browsing by Author "Jesca, Kahangwa"

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    Academic performance in primary school examinations in Arusha municipality: the contribution of teachers’ quality
    (University of Dar es Salaam, 2011) Jesca, Kahangwa
    By recognizing the persistence of poor performance in English and Mathematics in public primary schools, identification of teacher aspect as a contributing factor became important. The study aimed at investigating the extent to which teachers' quality contributed to primary schools pupils' academic performance in Tanzania. The study examined the trend of performance in both English and Mathematics for three years. Then teachers' quality was assessed followed by showing its effects on pupils' performance. Finally strategy employed in schools to raise performance was also identified. The study employed both quantitative and qualitative methods with purposive sampling that included teachers (N -160) from public primary schools (N =10) of Arusha municipality. A semi-structured questionnaire, documentary review, interviews and focused group discussions were important data collection instruments. Eventually quantitative data were classified and presented in tabular forms with mean, frequencies, percentages, and standard deviations. Simple correlation analysis was also employed to quantify the data. Qualitative data were treated thematically. The study found out that the performance in English subject showed gradual improvement while Mathematics performance fluctuated across years. The analysis of teachers' quality components revealed that professional qualifications of teachers were very high in urban primary schools while teacher professional development activities were limited in low performing schools but fairly moderate in high performing schools. There were more experienced teachers in high performing schools than low performing schools. Teachers were moderately motivated at school level but unmotivated with monthly pay and working conditions. Through quantitative analysis Teachers' Professional Development, motivation and experience revealed significant relationship with pupils' scores. Specifically, the number of subject seminars attended, rewards to teachers' efforts and teachers' subject ' preference were related with pupils' scores in English language. Teachers' experience in terms of years of teaching indicated some relationship, with pupil scores in both English and Mathematics. Finally, the study found out that the major strategy used by schools to improve performance is remedial classes for standard five to seven as well as weekly and monthly tests. It was concluded that several aspects of teachers' quality affected academic Performance; teachers possessed required level of education but missed some regular in service training. Remedial classes and tests on the other hand, were the common strategies used to improve academic performance among schools. The. Study recommends continuous and regular in-service training of teachers, provision, of incentives to motivate teachers. A revision on the current Education and Training policy to run with an increased demand for teachers' quality is also highly recommended.