Browsing by Author "Mfaume, Hamisi"

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    Modern Technology and Teachers’ professional ethics in Tanzania: an investigation in the use of mobile phones by Teachers in Secondary Schools.
    (University of Dar es Salaam, 2020) Mfaume, Hamisi
    This study investigated the state of the use of mobile phones by teachers in public secondary schools in the Kinondoni Municipality in the Dar es salaam, region , Tanzania. it was guided by four research objectives: to determine teachers; awareness of mobile phone as a potential pedagogical tool; to investigate teachers practice in relation to mobile phone use in schools: to examine the role played by the education authorities in the promotion of the proper use of mobile phones in schools, and explore the respondents; views on the strategies that can be employed in promoting proper use of mobile phones in the school settings. The study drew on the qualitative interpretive research that was informed by a multiple case design. The purposive sampling technique was used to obtain a sample of forty four (44) respondents including 03 heads of school. 18 school teachers, 01 District secondary education officer 03 Teachers’ Services Commission (TSC) Officer, 01 school quality assurance officer and 18 students. Data were sought through semi-instructured interviews. Focus Group Discussion (FGDs) and documentary review. The generated data were subjected to thematic data analysis procedures. The findings of the study indicated that teachers were adequately aware of the educational benefits of mobile phones. However, the majority hardly utilized the services for educational. The under utilization of the devices by teachers was attributed to the lack of knowledge and skills on the pedagogical use of the devices, negative attribute and reluctance to change, lack of awareness of the presence of the ICT policy and the exorbitant cost of the latest devices among others. Also the findings revealed that through teachers demonstrated adequate awareness of what constitutes improper practices regarding the use of mobile phones, they were found to the perpetrators of mobile phone misuse in schools. They used their phones in classrooms, during invigilation of examinations, chatting excessive during the working hours as well as sexting and cyber bullying among other forms of misuse. The misuse of the device s by teachers was attributed to the lack of a national policy and legislation that provide for mobile phone use in school teachers, lack of knowledge of the teachers’ codes of professional conduct, lack of effective probation and mentorship and the lack of students’ empowerment, among others. Misuse of mobile phones indicated to have several adverse effects on the education system and national development as a whole. The findings disclosed that the heads of school and the TSC officers played a significant role to curb misuse of the mobile phones in schools. They oriented teachers about proper use of the devices through various assemblies, made regular visits and classroom inspections, counselling of teachers and provision of copies of various ethical related guidelines. However, their effort was hampered by several constraints, including the absence of mobile phone use guidelines in schools, lack of supporting ethical related materials, poor cooperation between heads of school and TSC officers, the nature and moral character of some teachers and the absence of counselling specialists in schools. In order to promote professionalism in the use of mobile phones in schools, the study recommended for training of teachers on the pedagogical use of the devices, deployment of ICTs in educating teachers on the proper use of the devices and dissemination of ethical guidelines, the formulation of national policy on the formally acceptable and responsible ICT uses in schools, broadening the curriculum of the teacher education by integrating content on the ICT use etiquette and empowering students so that they become assertive in reporting misbehaving teachers
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    The role and contribution of the teacher service department in the promotion of teacher ethics in Tanzanian secondary schools: a case of Mbeya municipality and Mbeya rural district
    (University of Dar es Salaam,, 2012) Mfaume, Hamisi
    This study focused on the role and contribution of the Teacher Service Department (TSD) in the promotion of teacher ethics in public secondary schools in Mbeya Municipality and Mbeya Rural district in Mbeya region. The study was guided by four research objectives: to identify the specific functions for the TSD; to explore the forms of teacher malpractices the TSD has found common in schools; to investigate the approaches and actions the TSD has applied towards stemming the stated malpractices and promoting teacher ethics; and to assess the problems encountered vis-a-vis successes gained by the TSD in promoting teacher ethics. The study mainly employed a qualitative approach with some aspects of quantitative approach. A total of 76 respondents were involved in the study and were obtained through simple random, stratified and purposive sampling. The data was generated through document analysis, observation, interviews and questionnaires. Analysis of data involved both qualitative and quantitative procedures. The findings unveiled that the TSD is responsible for teachers’ appointment, registration, confirmation, promotion and discipline. Teacher malpractice is a problem of great concern in schools with variation in terms of types, location, frequencies and teachers’ gender as well as level of education and work experiences. The TSD applies various approaches and actions in promoting teacher ethics. The approaches have included provision of teachers’ code of ethics, seminars and workshops and guidance and counselling to teachers. Actions, on the other hand, have included warnings and reprimands, demotion, stoppage of a salary increment and recovery of the cost or part of the cost of any loss caused by teacher’s negligence for minor offences, or else, for serious offences dismissal from service with or without termination of membership of the service. Yet, the approaches and actions were perceived ineffective in addressing the problem. Challenges, on the other hand, have been reported as ranging from lack of funds, shortage of staff, absence of transport facilities, lack of power to sanction teachers in private schools, to little support received from employers and some heads of schools. It was further noted that the TSD had not gained much success in promoting teacher ethics in schools. In the light of the research findings, the study has concluded that unless a collective effort is put forth by all stakeholders in education, stemming teacher malpractice and promoting teacher ethics in schools is doomed to failure. In order to promote teacher ethics successfully, stakeholders recommended official recognition and satisfaction of teachers’ needs and provision of financial support to the TSD, a review and proper documentation of the code of conduct for teachers and that all stakeholders should be involved in designing, developing and enforcing the teachers’ code of ethics. Finally, the study has recommended for the TSD to be equipped with all necessary inputs especially, funds, transport facilities and manpower in order to enable it to execute frilly its roles.