Browsing by Author "Vedasto, Doris"

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    Stakeholders’ perceptions on policies and practices of inset for secondary schools teachers in Temeke municipality
    (University of Dar es Salaam, 2015) Vedasto, Doris
    The study investigates stakeholders’ perceptions on policies and practices of INSET for secondary school teachers in Temeke Municipality in Dar es Salaam Region. The study employed qualitative research approach and case study design. The sample of the study comprised of 73 respondents, including 50 teachers which formed 10 groups, where each group comprised five informants from each selected secondary school, also 10 heads of schools, 10 parents and three educational officers from Temeke Municipal. Data were collected through interviews, focus group discussion and observation. Data from Interviews and focus group discussion were analyzed descriptive display matrices, and data from observation were subjected to content analysis. The findings of the study indicates that training is important activity among teachers, yet most of secondary school teachers failed to fulfill their learning desire due to the following factors: lack of funds, poor strategies of the Ministry of Education ; poor management of teachers; extended families; shortage of teachers and low salary. Again the findings reveals that, teachers who were already trained had enough knowledge that can enable them to teach according to the changes occurs in the syllabuses. On the other hand those teachers who were not yet trained, the findings shows they cannot accommodate those curriculum changes. Lastly the finding reveals that in-serving training among teachers has positive impacts to both students and teachers as well. Therefore teachers benefitting by being promoted to next level of working like being heads of school or educational officers likewise students benefits by getting good performance in their national examination. Finally, the study argues to the government to work out on teacher’s demands like good salary and good working environment. This will encourage secondary school teachers to prioritize on teaching as well as learning the curriculum changes and be update throughout.