School of Education

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The 1978 inspectorate reform in Tanzania and its influence on the teacher's attitudes: a case study in selected secondary schools in the eastern zone
(University of Dar es Salaam, 1981) Katunzi, Naomi Bakunzi
This study was designed to examine the teachers' attitude towards the inspectorate after the 1978 reforms taking into consideration the contradicting roles it exercises. During the study, three areas of interest were investigated. Included were: (i) What teachers felt about the Inspectorate; ie , if the negative attitudes persisted even today.(ii) The extent to which role - conflict of the Inspectorate was the main cause of persistent negative attitudes towards the Inspectorate. (iii}The teachers' suggestions about reforming the Inspectorate so that it may have appositive image to teachers. The study was carried out by administering questionnaires to 180 teachers. One questionnaire which consisted of three sections constructed for all teachers including the Head of schools, while the other was for the latter only. Documentary data was also utilized in the history of the problem and formulation of the hypotheses. The study revealed that the negative attitudes in teachers towards the Inspectorate persisted. Out of 147 respondents who returned the questionnaire, 55 percent (81) indicated that the role--conflict of the Inspectorate was the main cause of persistent negative attitudes. The other causes that were rated highly pertained to the validity of inspectors' assessments on teachers. 47.6 percent (70) indicated that inspectors' assessment on teachers was not valid because they (inspectors) did not spend enough time with teachers. This implied that the Heads of schools could assess them more validly since they lived and worked with them. 40.0 percent indicated that inspectors were not better trained than the teachers. This means that inspectors required more training in order to be able to advise teachers in the profession. Lastly the study revealed that the majority of the teachers opted for the Inspectorate, but suggested further reforms to be effected. These included changing the structure of the inspectorate and playing down the administrative function, modifying the recruitment system of inspectors, offering more training to inspectors so that they become specialists in the teaching profession and be able to demonstrate to teachers the different methods of teaching as well as organise in-service courses for teachers. On the basis of these findings, recommendations have been drawn, which if observed, should harmonise the teacher-inspector relations and increase the speed in which the education standards would be raised and maintained. The whole study has been organized into five chapters. The first chapter describes the problem, purpose of the study, significance and limitations of study. The second chapter reviews the related literature and the hypotheses while the methods of investigation are outlined in chapter three. Chapter four presents the findings of the study and a discussion of the findings. Chapter five consists of conclusions and recommendations in view of the research questions.
Academic and administrative service aspects of decentralization in public secondary schools in Tanzania: the case of Mwanza city
(University of Dar es Salaam, 2011) Chonya, Ignas
This study intended to provide information about the status of education services in public secondary schools under decentralization policy in Tanzania. The study focused on academic and administrative aspects which were examined through the reforms undertaken, assessing the extent of success in public secondary schools, assessing the contribution of the policy on teachers` classroom practices, and analyzing the contribution of policy on community participation in improving education services. The study adopted a case study design which employed both quantitative and qualitative research approaches. The sample for the study involved form four student leaders (N=60) from 10 public secondary schools, CSEO (N=1), CED (N=1), Head of schools (N=10), Teachers (N=50), Councilors (N=8), SBCs (N=10) WECs (N=10). Data were collected through observation, documentary analysis, interviews and questionnaire and thereafter subjected to SPSS and content analysis. The study found out that, 85 (57%) respondents had awareness on policy reforms. The transformations included appointment of CSEO, establishment of secondary education department, shifting of teachers` employment and financial power. Students enrolment increased by 28% from 2008/2010, teachers` employment, school funding and salaries were under city council. The finding revealed that average teacher-student ratio ranked 1: 80, classroom size ranked 1:100, teaching periods ranked 1: 40 per week, student text book ratio ranked 1:45. All 10(100%) studied schools had no library, and 8(80%) schools had no laboratories, poor teacher’s classroom attendances, lack of classroom tests due to overcrowded classrooms and shortage of teachers. Local leaders were mobilizing community members to collect sand, blocks and water for constructions. The study concluded that academic and administrative services in public secondary schools were still poor and unsatisfactory. The researcher recommended for policy review on education financing and also a survey research to cover the whole country in order to establish a country wide status on academic and administrative service delivery.
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.
The academic performance of muslim and christian seminaries as a factor reproducing religious based educational inequalities in Tanzania
(University of Dar es Salaam, 1996) Hemed, Hashimu Saiboko
This study examined the relationship between poor performance in Islam seminaries and the religious based educational inequalities in Tanzania. The main purpose of this study was to compare the process and input variables in Islamic and Christian seminaries. This would help to establish how then aspects are related to performance in Islamic and Christian seminaries. Eight schools were included in the study of which five were Islamic and three were Christian Seminaries. Data were collected from the following sample: head teachers, ordinary teachers and some form three students in the respective schools. Additional information was collected from Executive Secretary of Christian Education Board of Tanzania (CEBT), Education officer with Tanzania Episcopal Conference (TEC) and Education consultant of "Baraza Kuu la Waislam wa Tanzania" (BAKWATA). Data were collected through the use of questionnaire, interview schedules and observation schedule. The findings of this research have shown that Christian seminaries admit more able students and employ more qualified teachers as compared to Islamic seminaries. Teachers' turnover, in Islamic seminaries was higher than that of Christian seminaries because of better working conditions in the latter schools. It was also found that Christian seminaries were in good financial capacity which afford them high quality input and process variables as compared to Islamic seminaries. Christian seminaries are also well managed and highly integrated to the local church authorities, a situation which was not found in Islamic seminaries. The Christian seminaries were also found to be rich in physical infrastructure when compared to Islamic seminaries. In the view of this research it was recommended that, Muslim schools should work hard to improve their quality and the government should address the issues of inequality seriously. The government should make thorough inspection of all private schools to ensure that they meet a reasonable standard for being secondary schools before they are registered. Number of students per stream should be monitored, that is, the government should state the limit. It was also recommended that BAKWATA should work hard to unite all Muslims so that they may join their resources to offer quality education to their children
Academic staff capacities and utilization in private universities in Tanzania
(University of Dar es Salaam, 2010) Peter, Simon
The purpose of this study was to critically examine the capacities of academic staff in private universities in Tanzania. The study further sought to assess the extent to which these are effectively utilized for the realization of core functions of those universities. The study adopted a case study design that employed a mixed method approach that triangulated quantitative and qualitative data collection instruments and techniques. Findings revealed that there is manoeuvring of academic qualifications among academic staff in private universities; such unfortunate tendencies prevail as no strictly recruitment criteria like those in public universities for academic job applicants, thus adversely affecting their capacities to meet their core functions. It was also revealed that academic staff names appeared in different universities payrolls and interestingly in both payrolls such academic staff appeared as full-time academic staff. Moreover, it was disclosed that, private universities used the conventional Academic Staff Students Ratio (SSR) to assess utilization of academic staff which neglects the fact that there are academic staff who teach in different departments and faculties, yet they are just identified in one department or faculty. It was recommended that, the recruitment process should be strictly, transparent to ensure that academic staff was recruited and allocated workload basing on their academic qualifications and meritocracy. Also, application of Full Time Equivalent (FTE) and Unit Costs (UC) would be tenable strategies to calculate academic staff workload and workload allocation among academic staff. Furthermore, the study recommends a conduct of a similar study using a larger sample in order to obtain results that will give the countrywide insight on how better academic staff in private universities can be utilized.
Accessibility of funds for supporting primary school education among poor families in Mbeya district council, Tanzania.
(University of Dar es Salaam, 2018) Msabaha, Oscar Joseph
This study examined accessibility of funds for supporting primary school education among poor families in Mbeya District Council Tanzania. The study was guided by three research objectives namely to: Examine the sources and patterns of funds to which pupils from poor families access to support for primary school education assess the suitability of existing financing mechanisms for primary school education and examine the ways in which poor families’ education financing can be improved to enhance access to and equity in primary school education.The study adopted a mixed method research approach. The study employed a case study research design. A study sample consisted of 80 respondents who were selected through purposive sampling, stratified, simple random and snowball sampling techniques. Data were collected through questionnaires and interview and Focus Group Discussion. The quantitative data collected were analyzed by using SPSS 20 version whilequalitative data were analyzed through content analysis. The study findings indicated that parents and /or guardians were leading (50%) in financing their children or relatives towards achieving primary education which is among the children fundamental rights agreed at international level followed by TASAF (30%), Capitation (12%), NGOs(5%) and FBOs(3%). With the exception of parents/ guardians the rest sponsors were found offering services to beneficiaries based on certain condition such as being orphans, living with elders, from poor families and living with HIV/AIDS. Moreover, the study identified that the major services offered by the sponsors focused on food, school uniforms and stationeries only. The aforementioned sponsors for primary school education were suitable in terms of improving pupils’ school attendance, retention, and academic performance as well as reducing truancy to pupils from poor families. Additionally, the sponsors found suitable through focusing to pupils from poor families and giving services or funds directly to the beneficiaries in a transparent manner. However, the services offered encountered some challenges such as being insufficient to meet the beneficiaries’ demands and delayed of its disbursement to beneficiaries which hindered the effective primary education achievement in particular to pupils from poor families. The study concluded that,the main source of funding for pupils from poor families education were; the Government, parents or guardians, TASAF and NGOs or FBOs. In accessing the educational support, Government and parents/guardian set no criteria but other sources set criteria. The existing funding of education to pupils from poor families was inadequate. Finally, the study recommended that, searching for other sources of sponsoring agents in primary education, improved means of identifying the beneficiaries from the community as well as reduced bureaucracy to the government authorities. The named recommendations are crucial aspects towards enhancing the access to and equity in primary school education in particular to pupils from poor families.
Achievements and problems of complementary basic education in tanzania (cobet) in enhancing access to primary education in kinondoni municipality, dar es salaam
(University of Dar es Salaam,, 2017) Kikwete, Mwanaisha Mrisho
This study aimed at exploring achievements and problems of Complementary Basic Education in Tanzania (COBET) in enhancing access to primary education in Kinondoni, Dar es Salaam. The specific objectives were to examine the success of COBET as a strategy of enhancing access to primary education; to explore the challenges faced in the performance of COBET in Tanzanian primary education; and to establish mechanisms that can assist in achieving COBET goals in accessing primary education. The study was conducted in Kinondoni District. It involved 91 respondents of whom 30 were teachers, 50 students, 10 heads of schools and 1 District Education Officer. Qualitative approach with the use case study design was employed. Data was collected using focused group discussions, observation, interviews and documentary reviews. The data were analysed using content analysis. The findings of the study indicated that COBET has widened pupils’ access to primary education. The perceptions of all stakeholders were basically positive about the impact of COBET. However, the direct beneficiaries such as pupils and teachers were more positive about the effect of COBET, arguing that it enabled the recipients to overcome the daily life hurdles that demand basic literacy. The study indicated that the main problems that COBET programme faced in achieving access to primary education in Kinondoni Municipality were mainly three, namely: (1) ill trained teachers, (2) poor budget and limited financial resources which limited the operations; and (3) lack of qualified teachers as well as fewer teachers. The mechanisms used to achieve COBET goals in accessing primary education included: reducing the cost of education, initiation of school-based food feeding programme, remedial classes for COBET classes, awareness creation on COBET programme and collective efforts among the educational stakeholders. Based on the study objectives and findings, the study recommended for appropriate mechanisms towards achieving COBET goals. The study also recommended for another study to be conducted on other areas not covered in this study.
Activity based teaching and learning and its contribution to understand of physics concepts in Tanzania secondary schools.
(University of Dar es Salaam, 2008) William, Upendo
The main objective of this study was to explore contribution from activity based teaching and learning in the understanding of physics concepts for advanced level students in Tanzanian secondary schools. The study was qualitative based research design conducted in Morogoro region where three schools were involved, namely, Kilakala Secondary School, Mzumbe Secondary School and Lutheran Junior seminary. A total of 52 respondents were involved in the study that included three teachers and 49 students. The data were collected through documentary review, interviews, observation and focus group discussion. The study revealed that there are few concepts where teachers allow students to perform activities using local available materials like desks, chairs, chalks, tables and even students exercise books. A teacher or two students perform activities and the rest become observers of activities. That is due to lack of materials, teachers having many classes to teach and syllabus which force them to cover a lot of content before students sit for national examinations. The response from teachers and students showed that for a few concepts where students were involved in activities, students understood the concepts and they applied those concepts in their daily activities. They developed different skills, knowledge and interest towards physics subject. Therefore, teachers should involve students in different activities because students find physics more interesting when they find that physics assists them in understanding of their natural environment and help them to solve their daily activities.
Activity –based materials to promote teaching and learning of logic in mathematics
(University of Dar es Salaam, 2009) Masalu, Pendo Mathias
This study aimed at investigating how the activity- based materials (ABMs) promote teaching and learning of logic in mathematics. The development research design was used. Two experts appraisal were involved to evaluate the activity based materials. The field study was conducted in two public government schools, with a total of 131 respondents including 125 students and 6 teachers, obtained through purposive and convenience procedures. Classroom observation, interviews, evaluation test, questionnaire and focus group discussion were used to collect data, while quantitative data were summarized into table and qualitative data were subjected to content analysis. Findings indicated that the characteristics of linear rational model of planning by Tyler, (1949) were helpful guidelines for designing activity- based lesson plan. Sampled teachers and students suggested that the guide materials were organized in a way, which enabled them to understand the logic topic objectives. In addition sampled teachers pointed out that the content of the materials were relevant, and activities were connected to every day examples. Sampled teachers felt that the ABMs had a lot of students’ activities and less of teachers activities. The study recommends on the MoEVT and TIE to take this study as a challenge to design ABMs for other topic of mathematics so as to promote activity based teaching and learning using a Linear Rational Model of Planning by Tyler 1949.
The actual and expected roles of teachers integrating library resources into the curriculum: the case of teachers’colleges in Mbeya region
(University of Dar es Salaam, 2010) Madulu, Masota
This study was conducted to provide information about the actual and the desired performance of college tutors so that the management and pedagogical function of the library service, pre-service and in-service teacher training programmes might be improved. The fundamental assumption was that teachers’ roles are embedded in a teaching-learning environment, of which the library is a critical source and integral component. The “desired (expected) roles” were the expectations described in policy and curricula documents, and scholarly literature about the teachers’ roles in the library programme; “actual roles” represented the teacher’s actual practices. The empirical basis of the study consisted of interviews with management in teacher education, questionnaire for college tutors and students drawn from teachers’ colleges, textual materials and a library evaluation tool. A pattern matching approach was adopted to enable the researcher to match empirically determined (actual) and theoretically prescribed models of integrating the library into teaching. Findings revealed that the college tutors performed some activities which contributed to integration. They included designing and implementing instructional units which involved the use of library materials, grading students' resource-based units, and collaborating with the librarians in selecting materials for the library. However, there was still a large gap between theory and actual practices. The majority of the tutors still teach in the traditional way, whereby the teacher and basal textbooks are almost the only sources of knowledge. The expectation that, teachers will help their students to access, evaluate and use library/information resources intelligently does not match the actual practices of the tutors. The study identifies some promising areas in which stakeholders may want to focus their efforts to improve this aspect of the teachers, role.
Adaption of competence-based curriculum to improve quality of secondary education in Tanzania
(University of Dar es Salaam, 2013) Makunja, Grace
This study assessed the adaption of competence-based curriculum (CBC) to improve quality of secondary education in Tanzania. Four research objectives guided the study: to determine teachers’ knowledge in implementing CBC; find out teachers’ attitude towards CBC; determine the extent to which CBC improves students’ academic performance; and identify the challenges teachers face in implementing CBC in the teaching and learning process. The study was conducted in Morogoro Municipality and covered six public secondary schools. The study employed a mixed research approaches which utilised a descriptive survey design. Purposive, stratified and simple random sampling procedures were used to select a total of 163 respondents; one District Education Officer, six heads of secondary schools, six academic teachers, 102 class teachers and 48 secondary students. The questionnaire, interviews, observations and documentary review were used to collect requisite information. Quantitative data were analysed with the help of SPSS version 16 whereas qualitative data were subjected to content analysis. The study established that the majority of teachers lacked requisite knowledge for implementing CBC during the teaching and learning process. The majority of the teachers had a negative attitude towards CBC for varied reasons which shaped their practice. Furthermore, the study found that CBC did not contribute much to improving students’ academic performance because teachers were still using the traditional methods of teaching. It was also found that teachers faced a variety of challenges which impeded the effective implementation of CBC in teaching and learning. On the basis of these findings, the study concluded that, adaption of competence- based curriculum to improve quality of secondary education in Tanzania has yet to translate into quality secondary education. Indeed, teachers, who are the major implementers, lacked knowledge and skills for implementing CBC effectively. As a result, the majority of teachers had a negative attitude towards CBC. The study, therefore, recommended that efforts be made by the government through the Ministry of Education and Vocational Training (MOEVT) to conduct immediate and regular in-service training to teachers to equip them with necessary knowledge and skills for implementing CBC efficiently and effectively. It was also recommended that a similar study should be conducted in other districts and regions in Tanzania to test a reliability of the results for generalisations to be made on a wider scale.
Addressing the “Chronic” shortage of teachers in Tanzania: strategies and challenges: the case of ward secondary schools in Ilala and Mkuranga Districts
(University of Dar es Salaam, 2009) Mbogo, Prisca
The purpose of this study was to investigate the strategies employed to address the chronic shortage of teachers using the case of WSSs in urban based Ilala and rural based Mkuranga districts in Dar es Salaam and the Coast region, Tanzania. The case study design informed the study. Relevant data were collected from eight WSSs with 118 respondents obtained through random, systematic and purposive sampling techniques. Interviews, questionnaires, and document review were used to collect relevant data that were analyzed qualitatively and quantitatively. Several findings were obtained. First, the problem of teacher shortage differed between the two settings, where schools in rural areas experienced a much more acute shortage of teachers than with urban based schools. Secondly, the causes for teachers’ shortages in WSSs were a continuation of what had been experienced in public schools for long. Thirdly, different strategies were employed to address teachers’ shortages in WSSs. Nevertheless; in the course of employing the strategies economic, educational as well as social and political problems and challenges affected the sustainability and effectiveness of the strategies. In the light of the research findings, it is concluded that a shortage of teachers in WSSs affecting the quality of education provided. Also, despite the adopted strategies, there was no sustainability of the strategies. The economic hardship and lack of awareness on the importance of education were the major challenges that affected the sustainability and effectiveness of the strategies. The study recommends the need for the improved teachers’ working conditions and sensation of the people as part of the efforts to address the chronic shortage of teachers. The study also recommends further research studies to other areas, and between Tanzania and other countries for generalizable results viable strategies to counter teacher shortage problem.
The adequacy of indigenous care practices in promoting coping efficacy among AIDS orphaned children in Babati district
(University of Dar es Salaam, 2008) Machumu, Maregesi Manyonyi
The purpose of the study was to investigate the extent which indigenous care and social support were delivered and explore how aspects of the indigenous care and support practices could he utilized to enhanced coping efficacy among AIDS orphaned children. The study was conducted in Babati district, Manyara region in Tanzania. The study involved 28 village sages, 20 traditional healers, and 36 AIDS orphaned children. Purpose sampling technique was used to obtain the sample. Interview schedules, focus group discussions and documentary review data collection methods were used in this study. Major findings revealed that caregivers with prosocial behaviours such as generosity, love, empathy, and perseverance cared and provided social support that enhanced AIDS orphaned children’s coping efficacy. Indigenous care and social support practices were found to have both positive and negative aspects. While positive aspect enhanced coping efficacy among orphaned children, negative aspect were more likely to subject orphans to Further stress. Some of the indigenous mechanisms that had traditionally assisted orphans to cope were found to be overwhelmed due to economic hardships and increased number of orphaned children due to AIDS pandemic. Lack of knowledge and skills in caring and supporting AIDS orphaned children among indigenous caregivers were found to contribute to the provision of inadequate or wrong kind of social support. The study recommends that in order to assist AIDS orphaned children cope with their orphanhood, there is a need for indigenous to be trained on the quality provision of care and social support to AIDS orphaned children. It is also recommended that for protection of orphaned children’s rights there is a need to have in place legal mechanisms at the village levels to protect orphaned children’s right to property inheritance and protect them against abuse and discrimination.
Adequacy of pre-primary teacher education in preparing teachers to handle inclusive classrooms in Tanzania
(University of Dar es Salaam, 2009) Nzima, Ibrahim
This study examined the adequacy of pre-primary teacher education in preparing teachers to handle inclusive classrooms in Tanzania. Specially, this study analyzed the contents and skills contained in the government and Montessori pre-primary teacher education curricula in relation to inclusive education. The study also explored teaching/training strategies used by tutors to promote the desired inclusive education skills, as well as tutors and student teachers’ views on the adequacy of the curricular and training in preparing teachers to handle inclusive classrooms. Also their general attitudes towards inclusive education at the pre-primary school level were explored. A descriptive survey design that combined qualitative and quantitative research approaches were employed for the study. Purposive, stratified and random sampling procedures were used to select a sample of 222 participants in the study. Interviews, focus group discussions, questionnaires and a checklist were used for data collection. The study revealed that government curricula cover mostly content in the early childhood education while content and skills in inclusive education are inadequate. The Montessori curriculum on the other hand covers themes in the early childhood education and most of the themes in inclusive education are adequately addressed. Teaching/training strategies used by tutors at Vikindu TTC were inappropriate and do not expose student teachers to actual inclusive practices. Tutors at Montessori TTC used appropriate and relevant methods’ to promote the desired inclusive education skills among the student teachers. Moreover, respondents at Vikindu TTC were of opinion that the curricula and training do not adequately prepare teachers to handle inclusive classrooms. At Montessori TTC they were of opinion that their curricular and training were adequate in preparing teachers to teach in inclusive classrooms. The study also revealed generally positive attitudes among respondents towards inclusive education at the pre-primary school level. The study recommends a need to review the current government pre-primary teacher education curricula in order to incorporate a wide range of content and skills relevant to inclusive education. Also there is a need to prepare an in-service training manual for teacher and hold workshops with tutors to familiarize them with strategies appropriate to use for training student teachers for inclusive practices. In this context, TIE should take charge, for it is the responsible body for curricula design, development and dissemination. The study recommends that policy makers in the Policy and Planning Unit at MoEVT should develop relevant, specific policies and supported by resources allocation as well as enforceable for inclusive education. A similar study to ascertain the situation of pre-primary teacher preparation inclusive education to a wider area is recommended.
Adequacy of psychosocial care services provided to orphaned children by caregivers in Temeke district, Dar es salaam region, Tanzania
(University of Dar es Salaam, 2010) Mchau, Marry Godfrey
Death of parents is a traumatic event especially for young orphaned children because it leads to serous psychosocial stresses. The purpose of this study was to investigate the adequacy of psychosocial care services provided to orphaned children by caregivers. The objectives of the study examined the extent to which psychosocial care services provided to orphaned children by caregivers meet orphans needs, to identify psychosocial stresses affecting orphaned children and the effects on orphans’ psychosocial wellbeing, to explore coping mechanisms adopted by orphaned children. To examine the challenges caregivers encountered in providing psychosocial services to orphaned children. A qualitative design employing a case study method informed the study with 155 respondents, in the categories of (50) orphaned children, (50) caregivers, (50) teachers and five counselors. Data were collected using interviews, focus group discussion, observation and documentary review. The collected data were subjected to qualitative analysis using content analysis. The results showed that Orphaned children were provided with inadequate care services by grandparents, aunts, uncles and non-relatives who were the main caregivers identified by orphaned children, though some older orphaned siblings were also mentioned as caregivers for their younger siblings. The study revealed that most caregivers identified earlier were able to provide material support to orphaned children but were unable to provide emotional support like love and closeness to orphaned children. Thus orphaned children face psychosocial stresses like lack of basic needs like food and shelter, economic hardship, lack of parental love, stigma and rejection, depression, and sadness. To overcome these psychosocial stresses orphaned children use variety of coping mechanisms through looking for support, engaging in petty trades, begging, studying hard and others using the acceptance of the situation. The study identified the major challenges faced by caregivers to be huge numbers of orphaned children, economic hardship, lack of support from relatives, inability to provide love and affection and misbehaviors by orphaned children, and other caregivers being too old to care for children. Caregivers need both moral and material support to help them to improve the provision of psychosocial care services to orphaned children and how to overcome the challenges they are facing in carering for orphaned children. It is recommended that caregivers need to develop secure care-giving relations with orphaned children. The government in collaboration with NGOs, communities and international agencies should initiate programmes to train caregivers in providing psychosocial care services for orphaned children in their communities.
Adherence to professional code of conduct and its influence on public secondary school teachers' work performance in Ubungo Tanzania
(University of Dar es Salaam, 2018) Kidesu, Failuna Hamisi
The aim of this study was to examine the adherence to professional code of conduct and its influence on public secondary school teachers work performance in Ubungo municipality Tanzania. The study examined teachers' awareness of professional code of conduct, identified the role of teachers in implementing their professional code of conducts, established the association between teachers' adherence to professional code of conduct and work performance, and established indicators of teachers' non-adherence to their professional code of conduct. The study reviewed different related literatures that conceptualized and discussed on teachers' professional code of conduct and its historical overview, theories of ethics and related empirical literature that led to reveal the study gap. The area of study was Ubungo Municipality in Dar es Salaam region whereby a sample of 79 participants was included, involving the Teachers' Service Commission (TSC) Secretary, school heads, teachers, students, ward education officer and parents, who were sampled through purposive sampling, stratified random sampling and convenience sampling techniques. Data were collected using both primary and secondary sources. The study employed qualitative approach and a case study design, where the data gathering instruments included interview guide, documentary review guide and focus group discussion guides that resulted to qualitative data that were subjected to content analysis. Generally the study found out that teachers were familiar with the professional code of conduct through orientation course to new teachers, seminars, staff meetings and being given related documents to read. Teachers played roles in implementing the code of conduct as compliers to the code of conduct, enforcers, diligent workers, developers of the code of conduct and as custodians. Findings further discovered the association of teachers' adherence to professional code of conduct and work performance as indicated through the improvement in the academic performance in schools, increased teachers' commitment, continuous maintenance of teachers' discipline, and influence of good behavior to students. On the other hand indicators of non-adherence to the professional code of conduct included absenteeism, failure to mark tests and examinations, forgery and cheating as well as financial embezzlement. Actions taken against non-adherence to professional code of conduct include dismissal, demotion or reduction in rank, reduction of salary, stoppage of an increment, recovery of the cost for the loss or breakage caused by negligence, reprimand and written warning, and imprisoning for criminal offences established by law. The study recommends that TSC office and School Heads provide training, seminars and orientation courses to teachers where as TSC officials should pay frequent visits to schools as follow ups. It recommends also that the education policy introduce a course on professional code of conduct in its teachers training institutions for per-service teacher trainees. Further studies on the subject matter can be extended to wider area including more districts.
The adjudication process of teachers' professional misconduct in Tanzania
(University of Dar es Salaam, 2010) Meiludie, John Emmanuel Ole
The attrition of teachers from the profession due to disciplinary matters has profound effects on the overall demand for teachers for delivery of quality education. The purpose of this study was to find out whether the processes and institutions used in adjudicating teachers' professional misconduct are just and fair. The results were derived from Dar es Salaam and Coast region, and involved 81 respondents from Kinondoni, Temeke, Kibaha and Bagamoyo districts. The respondents included Teacher Service Department officials, District Education Officers, Tanzania Teachers' Union (TTU) official, Head Teachers, and accused teachers. Questionnaires, interviews and documentary reviews were employed. The study examined the extent to which the adjudication process of teachers' misconduct is just and fair. The findings indicated that the dominant misconduct is absenteeism and many teachers are dismissed from service without defending themselves. However, the Public Service Commission is implicated in the failure of teachers to attend the sessions. There are loopholes in the laws and regulations guiding the adjudication process. It is recommended that the adjudicating machinery should act fairly. The findings suggest also that the Public Service Commission should facilitate the attendance of the accused teachers and ensure that funds for conducting the disciplinary proceedings are available in time to avoid delay of cases. Finally, it is recommended that law makers should eliminate loopholes in the law and regulations guiding the adjudication process.
The administrative structure of the Ministry of National Education in Tanzania; the problems of implementing school inspection recommendations at the level of secondary education
(University of Dar es salaam, 1982) Swai, Fulgence Saronga Shine
The study is on the problems of implementing school inspection recommendations at the level of secondary education. The recommendation packages come from the inspectorate of education after digestion and refining for implementation by the department of secondary education at the Ministry Headquarters. Interest in this subject has been prompted by the observation that the recommendations are delayed or are not implemented at all. More details are as found in chapters one and two. The researcher's main techniques have been documentary analysis, interviews, and the check listing of a questionnaire by use of the Likert scale the author has used annual education reports, Zonal inspectorate reports, documentation through files at .the Ministry Headquarters and at the Northern Zone of Inspectorate of Education. Further elaboration is as indicated in chapter three. The study has found out that the problems of implementation are related to the existing sectional arrangement of the department as well as to the organizational structure of the Ministry National Education as a whole. The problems emerge from the way recommendations are implemented, the nature of the recommendations arid their degree of implementation from the point; they are minute by the Director of Secondary Education to the sections. The organizational structure of the Ministry affects the coordination between departments for some of the recommendation packages which have to strive from different departments for implementation and this problem may continue to exist unless modifications are introduced, which will imply further changes, minor or major, in the organizational chart of the Ministry. In addition, unprogrammed decisions concerning the recommendations do affect the plans of the Ministry as well as lessen time for implementing other recommendations. On the whole, the problems of implementing the recommendations, besides factors mentioned above, are deep rooted in the unavailability of physical, fiscal and human resources. A point of encouragement found in the study, however, is the democratic participation that prevails in the department of secondary education perhaps to be learnt by other departments of the Ministry of National Education. Further analysis is made in chapter four, while recommendations and suggestions for further study are found in chapter five
Adoption of ICT facilities in teaching and learning for students with visual impairment in higher learning institution: a case of University of Dar es salaam, main campus.
(University of Dar es Salaam, 2012) Suleiman, Masoud Said
This study was conducted to assess how the University of Dar es Salaam has adopted ICT facilities in the teaching and learning process and support to students with visual impairment. The study also examined the state of these ICT facilities, coping strategies, constraints of using the technology by students with visual impairment, facilitators and the academic staff .A case study design was used to investigate the adoption of ICT facilities for students with visual impairment at the University of Dar es Salaam in the Special Education Unit. Twenty five (25) students from Undergraduate studies all first, second and third years, were included, four post graduate students both from first and second years, one PhD student, two (2) Deans, one (1) from school of Education and one (1) from Dean of students UDSM, one (1) Head Department of Psychology and curriculum studies, one (1) ICT- coordinator, three (3) specialists from Special Education Unit and one (1) head Special education unit were involved in the study. Instruments for data collection included interviews, questionnaires; observations and Documentary review were used. The findings of the study revealed that the Special Education Unit had relatively good ICT infrastructure; to support the present facilities. Four (4) specialists in the sample were capable of managing ICT resources and organizing the assistive technologies computer laboratory to ensure that effective training was done successfully. One ICT coordinator possessed frill ICT skills while some of the students have skills in using Assistive Technologies and some are still acquiring the basic skills in using ICT. However, Efforts should be made to adopt new emerging advanced AT software technologies so as to benefit with the potential of using this new technology. The study therefore recommends that further research should be done with a larger sample in other University in both Tanzania mainland and Zanzibar Islands. This could enhance our understanding in higher learning institutions in Tanzania.
Adult education and biodiversity conservation: a case study of east Usambara mountains, Muheza district
(University of Dar es Salaam, 2009) Mabuba, Kisena Magena
The purpose of this study was to investigate the role played by adult education in sensitizing the adult population in Muheza District on biodiversity conservation. Specifically, the study intended to explore the role of adult education in awareness creation on biodiversity conservation, measures taken to achieve biodiversity conservation and appropriateness of the methods used to educate the adult population on biodiversity conservation. The study was mainly qualitative although some aspects of the quantitative approach were included. Data were collected through interviews, observation and documentary reviews. The findings revealed that the villagers were aware of biodiversity conservation and activities that caused biodiversity degradation; although there were some adults who were not aware. Most of the villagers were also aware that biodiversity degradation could be arrested through biodiversity conservation and activities that could result in preservation of biodiversity. The methods and approaches used by environmental educators in creating awareness among the villagers in Mwembeni and Mgambo-Magoroto villages were more appropriate compared to those used in Gare village. The study concluded that adult education had to a large extent played its role of sensitizing the adult population on biodiversity degradation and conservation of the environment. The study recommended that there was an enormous need for environmental educators to use appropriate methods and approaches of teaching adults in order for conservation to be realized in the most opportune time. Biodiversity stakeholders should also cooperate and design relevant adult education curriculum that accommodates biodiversity education. The government should on the other hand initiate and coordinate environmental education to prevent biodiversity extinction in the country.

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