Browsing by Author "Matiba, Fortunatha Mathias"

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    An investigation into the provision of staff development programme and perceived impact on teaching in Tanzanian Universities
    (University of Dar es Salaam, 2016) Matiba, Fortunatha Mathias
    This study investigated the provision of staff development programmes and perceived impact on teaching in two Tanzania’s universities, namely the University of Dar es Salaam Mwalimu Nyerere Campus (UDSM) and Saint Augustine University of Tanzania (SAUT)–Mwanza Campus. The study was guided by the following five research objectives: to examine staff development courses offered in the two universities; to analyse staff development needs and how they are addressed in the policy and practice; to explore involvement of stakeholders in different SDP activities; to assess perceptions of academic staff towards SDPs and to identify challenges facing provision of SDPs in the two universities. The study adopted a qualitative research approach. It used multiple sources of data collection and instruments, namely interview, non-participant observation and documentary review. The study involved 52 participants, 36 academic staff, 7 deans, 5 facilitators and 4 directors. The study revealed that the two universities have made considerable efforts to provide academic staff with SDPs. SD courses offered were established around teaching and research roles. However, academic members of staff expressed their dissatisfaction with the courses offered. The findings revealed that participating academic staff had varied SD needs yet some of the courses offered were irrelevant to their needs. Moreover, findings revealed a discrepancy between what is recommended in the policy and what was implemented on ground. It was further discovered that SDP stakeholders were not involved in various SDP activities (i.e. needs assessment, planning and follow-ups. Majority of academic staff felt that the SDPs currently offered in their universities were trivial to improve their teaching skills. In addition, the study revealed numerous challenges facing the provision of SDPs in the two universities such as out-dated courses, teaching not recognised for promotion, use of incompetent and less informed facilitators as well as communication breakdown. The study concludes that, unless universities are sincerely committed to offer SDPs, investing resources and time in SDPs may not be as effective as expected. Thus, the study recommends that universities should develop relevant staff development courses based on needs assessment. University authorities should develop policies demonstrating clearly how staff development should be provided. Moreover, the study recommends that universities should budget for development programmes and recognise teaching for promotion. Finally, the study recommends that the two universities should make use of modern communication means to avoid communication breakdown. The study recommends future action research to examine the impact of SDPs on academic staff classroom practices. Another study could examine factors motivating or demotivating academic staff participating in SDPs. A similar study could involve more than two universities with a quantitative approach so as to compare SDPs in other universities. Another study should be conducted on the characteristics of SPD facilitators. Finally, a study should be conducted to compare SDP models in other countries and then design a best SDP model that can be employed in Tanzania’s universities
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    Perceptions of teachers and students towards private tuition in secondary schools in Tanzania: the case of Mwanza city
    (Unversity of Dar es Salaam, 2007) Matiba, Fortunatha Mathias
    The main purpose of this study was to investigate the perceptions of parents, teachers and students towards private tuition in secondary schools in Tanzania, focusing on Mwanza city. It was guided by four research tasks, namely, to detemiine the perceptions of parents and students on the persistence ofprivate tuition and its effects on formal education, to explore the reasons for parents to pay for private tuition: to investigate the factors influencing teachers to conduct private tuition and find out the attitudes of parents, students and teachers towards private tuition practices in secondary schools. The study employed mainly qualitative approach. In particular, it employed a case study design. A total of 1 10 participants were involved in the study. Among them, 20 were parents, 30 teachers, and 60 students who were selected purposively. Data were sought through interviews, focus group discussion, and documentary review. The findings of the study indicated that private tuition persisted in secondary schools because of the problems facing the fomial systems. It further revealed that many parents paid for private tuition because: they wanted their children to pass examinations; and, schools experienced acute shortage ofteachers and lacked quality professional teaching and assistance from the fomtal class teachers. The study also discovered that teachers conducted private tuition so as to supplement their income. The findings unfolded that although majority of parents pay for private tuition they have negative attitudes towards the phenomenon, on the other hand, many teachers have positive attitudes towards private tuition. In the light of the findings, the study recommends that the Government should improve teachers' salaries and living conditions to reduce the urge for private tuition classes. Schools should organize effective remedia] classes. In addition, The Nationa] Examination Council should test skills and knowledge, which cannot be achieved by cramming.