Browsing by Author "Mfikwa, Alfred Anamiah"

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    Perceived management factors affecting student’s performance in CSEE in Tanzania: a case of selected; community secondary schools in Njombe district
    (University of Dar es Salaam., 2008) Mfikwa, Alfred Anamiah
    The study investigated the perceived management factors that affect CSSs students` performance in CSEE in Tanzania. A descriptive research design using mainly a qualitative strategy was used in data collection and analysis. The findings revealed that the students` performance in CSEE in CSSs was adversely affected by perceived management factors in a number of ways. It was founded that CSSs had a shortage of both teachers and non-teaching staff that caused heavy working load to teachers and led to recruitment of untrained ex-form six to assist teaching and lay people to perform non-teaching duties of the school s. the dominant qualification of teachers used to teach CSSs was a Diploma in education, with a teaching experience of 0-5 years. The INSET was given to few teachers and schools had no school-based plans for it. The supervision of teaching and learning was inadequately done. Partly due to the shortage of staff. Also, the sample school student`s performance was below average with varying degrees of performance that were not easily associated with a single factor. Recommendations made were as follows: First, heads of Schools should ensure that their schools have school-based plans to conduct INSET for their staff, and non-practice clinical supervision of their schools. Second. The MOEVT should ensure that sufficient and quality staff are trained and allocated to CSSs proportionally, special funds are provided to enable school-based staff training, and in-service trained teachers are equality distributed in order that all schools in the country benefit equality from INSET. Thirdly, similar research should be conducted covering a large sample for generation of the findings. Finally, another study should be conducted on the influence of management factors on students` academic performance in primary schools and their categories of learning institutions with either poor or better academic performance.