PhD Theses

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Advantages and disadvantages of educating students with disabilities in Tanzania secondary schools inclusive education settings.
(University of Dar es Salaam, 2018) Maphie, Emanuel Ismael
This qualitative research employed phenomenological approach to explore and establish advantages and disadvantages of educating students with disabilities (SWDs) in Tanzanian secondary schools inclusive education settings. A total of sixty-one respondents, including thirty-two students, sixteen teachers, six parents, four heads of schools as well as three DEOs were purposively selected to participate in the study. Four specific objectives of the study were to: (a) analyse placements and support for SWDs in inclusive education settings (b) find out advantages of educating SWDs in inclusive education settings (c) assess the disadvantages attained in the SWDs in inclusive education settings (d) establish views of inclusive education stakeholders towards Tanzanian secondary school inclusive education settings. Open-ended interviews, focused group discussions, observations and documentary review were used as methods to gather data for the study. The findings showed various advantages for SWDs in Tanzania secondary school inclusive education settings which include academic, social as well as tangible advantages. The study noticed that academic, environmental, attitudinal and financial disadvantages were experienced by SWDs in inclusive education settings. Further, the findings indicated that SWDs were placed in the least restrictive regular classrooms and least restrictive with remedial classes. Lastly, the research findings reflected various views from different education stakeholders on secondary school inclusive education settings. Students with and without disabilities had positive views towards inclusive education settings despite the fact that they had some reservations for improvement. There were two different views from teachers. Those trained in special needs education were positive and confident in handling students in inclusive education classrooms while those trained in general educations had negative views and were not ready to teach in inclusive education classrooms. Heads of schools as well as DEOs were happy that inclusive education is progressing positively despite several challenges facing the approach. On the side of parents, those with children with disabilities were positive towards inclusive education settings and found it appropriate to include their children with those without disabilities in one classroom. Parents of children without disabilities had negative views and were against inclusive education. They viewed it as unrewarding to their children. These parents also showed weak participation and cooperation in financing education for their children in inclusive education settings. In light of the findings, the researcher came up with a number of recommendations including modification of school infrastructure to suit the needs of students with disabilities. Harmonization of sign language to establish a common standard version to be used all over inclusive education institutions in Tanzania was also recommended. Further, in-service training for teachers to update themselves on the changes that take place in the field of special needs education was highlighted by the participants. Future research directions in the field of inclusive education particularly in secondary schools were also recommended.
Analysis of certificate of secondary education mathematics teachers’ conceptions and practices of formative assessment in selected schools in Tanzania
(University of Dar es Salaam, 2019) Lema, Godson Shendemuni
This study aimed at investigating certificate of secondary education mathematics teachers’ conceptions and practices of formative assessment in selected schools in Tanzania. The study had four objectives: (i) to explore mathematics teachers’ conceptions of formative assessment in teaching and learning mathematics; (ii) to examine the influence of teachers’ demographic factors on the practice of formative assessment in teaching and learning mathematics; (iii) to find out teachers’ views on the relevance of mathematics curriculum materials in promoting formative assessment practices in teaching and learning, and (iv) to explore challenges facing teachers in implementing formative assessment in teaching and learning mathematics. The study employed mixed-method research approach to collect data from twelve public and private secondary schools in Arusha city and Kinondoni municipality. The study involved 59 mathematics teachers. The data were collected by using questionnaire, interview, classroom observation and documentary analysis. The main tool was classroom observation schedule adapted from Oswalt (2013). The schedule had five aspects: learning intention, monitoring, feedback, self-assessment and peer- assessment. Based on the five aspects of formative assessment, quantitative data were analysed using SPSS version 21 to obtain descriptive statistics such as mean, frequency and standard deviation. Similarly, non-parametric analysis was conducted to obtain “Mann-Whitney U test, Kruskal-Wallis H test and Spearman’s (rho) correlation coefficient”. Qualitative data were analysed through thematic analysis. The findings of the study indicate that mathematics teachers had limited knowledge about formative assessment. However, classroom observation showed that, teachers utilized some aspects of formative assessment. Evidence from the study indicates that frequently utilized aspects of formative assessment were: learning target, feedback and classroom monitoring and less utilized aspects were: self-assessment and peer-assessment. Spearman’s correlation coefficient indicated that learning intention, monitoring and feedback aspects of formative assessment were strongly correlated. Further analysis indicated that in implementing formative assessment, teachers faced challenges namely limited time; overcrowded classrooms; students disliking mathematics, and students’ language barrier. The study concludes that mathematics teachers do utilize some aspects of formative assessment regardless of their limited knowledge. On the basis of the findings, the study recommends regular INSET that focus on formative assessment to mathematics teachers.
An appraisal of intergrated versus non-intergrated approach in teaching: the case of Kiswahili composition and literature in Tanzania mainland
(University of Dar es Salaam, 1992) Mbunda, Fulgens Linus
The purpose of this study was to compare and contrast the teaching and learning effectiveness between schools that used an integrated behaviour approach in teaching Kiswahili composition and literature and those which did not use the approach. The study was prompted by a controversy regarding the usefulness of instructional objectives in teaching. Literature review in the area yielded an equivocal stance regarding the effectiveness of using instructional objectives. This study was thus developed under the assumption that there were conditions under which instructional objectives would tend to enhance the quality of teaching and learning. The literature survey led to the hypothesis that one of the conditions was the teacher's ability to state and use the objectives in an integrated behaviour approach, that is, in an effort to effect the development of all the human capabilities of the cognitive affective and psychomotor domains. Such an integration was seen to be most appropriate in language skills since linguistic theory advocates the development of the human being as an organism in the learning of language through listening, speaking, reading and writing. According to this study, an involvement of all the human capabilities in the three behaviour domains was regarded as an integrated behaviour approach in teaching and learning. An involvement of capabilities in only two or one domain was considered non-integrated. The study adopted the pretest posttest control group design in order to compare the teaching and learning effectiveness of Kiswahili composition and literature between experimental and control groups using the integrated and non-integrated behaviour approaches respectively. Stufflebeam's Context, Input, Process and Product (CIPP) model of evaluation along with a corresponding evaluation plan were randomly used for the collection of data. There were six schools for the experiment, three from each group chosen on the basis of a previous survey conducted throughout the zones of Tanzania mainland. The accessible population, Forms II and III, was chosen because of the satisfactory entry characteristics in the respective subject areas, namely, Kiswahili composition and literature, from which streams were picked out randomly for the pretests and posttests. Students from both groups had similar geographical locations, academic biases, types of school and sex; and their Kiswahili teachers had similarities in their qualifications and teaching experiences. Research instruments which were used in the study included teachers' questionnaire which collected data for the input evaluation, and students' questionnaires which were meant for assessing the extent of behaviour integration during the process evaluation. There was also an observation schedule modified after Flanders interaction Analysis Categories used during the process of teaching for the process evaluation stage. This was supplemented by documentary analysis of lesson plans of teachers from the experimental schools, as well as unstructured interviews with teachers from the control schools. Finally, the study used achievement tests in both Kiswahili composition and literature. The tests, based on the current Kiswahili syllabus for secondary schools and format as used in previous researches, such as that by Fagan et al. (1975 ), were meant to compare the learning outcomes between the two groups during the product evaluation stage. These tests as well as the questionnaires were piloted in Azania and Forodhani Secondary Schools in Dar es Salaam (eastern zone) to ascertain further their validity and acceptability. Findings related to the hypotheses have shown that as a result of the Context and Input evaluations the Kiswahili syllabus for secondary schools as it was then was not adequate enough to cater for the integrated behaviour approach in terms of how its objectives were stated as well as of content and teaching guidelines for both Kiswahili composition and literature. The expectation that there would be better teaching and learning atmosphere where integrated behaviour approach was used in teaching was realized in the sense that, during the process evaluation, the experimental group indicated a higher level of behaviour integration than the control group. Finally, statistical analyses have shown that in most of the tests made the experimental group was in more favourable circumstances in achievement during the product evaluation than the control group. The similarities that were observed during the study, especially in the teaching of Kiswahili composition in both groups could be attributed to the positive attitudes towards the subject area that teachers and students had, and to the interdependence of the behaviour categories whereby there is the tendency for one to evoke the other easily. Generally, the findings have shown that instructional objectives when stated and used in an integrated behaviour approach will engender better teaching and learning atmosphere and outcomes than otherwise in the teaching of Kiswahili composition and literature in secondary schools in Tanzania mainland.
Assessing primary school teachers’ professional suitability for the teaching profession in Tanzania
(University of Dar es Salaam, 2018) Dassan, Fidel
The purpose of this study was to assess primary school teachers’ professional suitability for the teaching profession in Tanzania. The motive for undertaking the study was provoked by the fact that primary school teachers have for long been implicated in absenteeism, poor academic performance of learners, turnover and unethical behaviours. The researcher’s assumption therefore was that there was a need to conduct a study to assess primary school teachers’ professional suitability for the teaching profession. The study had five objectives, namely to: (i) assess primary school teachers’ professional suitability for the teaching profession (ii) assess teachers’ personality types (iii) explore the relationship between teachers’ personality types and their career interests, (iv) explore the relationship between teachers’ personality types and their professional suitability for the teaching profession, and (v) investigate the strength of Holland’s personality types in explaining teachers’ professional suitability for the teaching profession when other intervening variables such as teaching experience, housing provision, timing of promotion, and in-service training are controlled for. The study employed a quantitative approach to study a random sample of 365 primary school teachers and 2190 pupils selected from 67 primary schools in four selected regions. Data were collected using the Self-Directed Search scale (SDS), the Teacher Professional Suitability Scale (TPSS), and the Teacher Classroom Observation Protocol (TCOP). The findings revealed that most primary school teachers were suitable for the teaching profession. Again, the dominant personality types among teachers were Social, followed by Enterprising and Artistic. Moreover, the study found very strong positive and significant correlations between specific personality types and specific careers that are placed under each personality type as categorized by Holland. Likewise, the findings showed very weak negative but significant correlations (r=-.125 and r=-.178) between artistic and social personality types, respectively, and teachers’ professional suitability when professional suitability was measured by TPSS. Furthermore, the findings revealed that there were almost no correlations between personality types and teachers’ professional suitability when professional suitability was measured by TCOP. The findings from direct logistic regression analysis showed further that none of the determinant variables explained teachers’ professional suitability when professional suitability was measured by TPSS. In contrast, the findings revealed that teaching experience, timely promotion and Social personality type were the strong predictors of teachers’ professional suitability when professional suitability was measured using TCOP. In the light of the findings, the study recommends among others a need to assess teachers using Holland’s SDS and recruit those with Social, Enterprising and Artistic personality types to the teaching profession. Again, the study recommends a need to promote teachers on time as one way of making them not give up on the teaching profession. The study also suggested areas for future research on career choice.
Assessment of the contribution of teacher professional development policies to the quality of primary education in Ankole region, Uganda
(University of Dar es Salaam, 2017) Barigye, Enock
The study assessed the contribution of Teacher Professional Development (TPD) policies to the quality of primary education in Uganda, with a particular focus on the Ankole Region. The study was guided by four objectives, namely to: (1) examine the implementation of TPD policies; (2) examine the appropriateness of the TPD policies in improving the TPD programmes; (3) determine the effects of TPD policies on the provision of quality learning in primary schools; and (4) identify the challenges related to implementing TPD policies. The study adopted a pragmatic paradigm, employing a concurrent triangulation mixed method approach. The study used a cross sectional survey design, where a sample of 426 respondents was obtained using purposive and simple random sampling techniques. Data were collected through questionnaires, interviews, documentary analysis and Focus Group Discussion. The analysis was undertaken using the mixed method approach, whereby quantitative data were analysed using SPSS version 20, which helped to obtain descriptive statistics. Content analysis was used to analyse the qualitative data. The results show that TPD policies existed in all the primary schools and districts, yet there were many gaps in the implementation of these policies. The study found that the common programmes that guide TPD Policies (PPD) include peer teaching, refresher courses, in service education, seminars, peer supervision, and workshops. The study established that the districts formulated TPD policies in line with the human resource policies that guide civil servants. However, there was little empirical evidence about how current TPD policies appropriately guide the TPD programmes, as the majority of the policies did not include rigorous steps for scrutiny, which allowed mediocre teachers to pass through the system unrestrained. It was further revealed that school-based TPD policies and programmes had enormously positive effects on teachers’ practice and students learning and therefore were seen to have strong influence on students’ learning outcomes. The study revealed that the major characteristics of appropriate TPD policies were based on classroom instruction. The study further revealed that effective teacher development policies were closely linked to improved teachers’ pedagogical and subject content knowledge, that rate highly in terms of improving students’ learning outcomes. The major challenges to the implementation of TPD policies were poor funding, lack of time as well as the teachers’ lack of interest. The study therefore concluded that, when TPD policies are constructed focusing on programmes that are tailored to improving classroom practice and the implementation is aligned to classroom related teacher competences; they immensely contribute to the provision of quality primary education. The study, thus, recommends that a TPD standards unit should be established at the district level to plan, implement and evaluate TPD policies and programmes. Above all, it is recommended that schools and districts should mainstream TPD policies in their planning, implementation and evaluation of all primary education programmes. In the same vein, it is recommended that a study be carried out in other regions to see if similar results can be obtained.
Community participation in the development of community based secondary schools in Tanzania: an investigation into perceptions, practices and challenges
(University of Dar es Salaam, 2018) John, Dorothea Fumpuni
The purpose of this study was to examine the nature and extent of community participation in the development of secondary schools (CBSSs) established in 2000’s in Tanzania, focusing on perceptions, practices and challenges. Four research objectives guided the inquiry, namely; To assess the views of local community members in respect to their participation in the development of CBSSs; To examine the scope and levels of participation among community members at different stages of CBSS development; To establish the reasons for participation or non-participation in CBSSs; and to identify the challenges arising from the establishment of CBSSs in relation to local community involvement. The study principally used a qualitative approach supplemented by selected quantitative techniques. The multiple case study design was employed in which a total of 213 respondents were chosen through purposive and convenient techniques from fourteen CBSSs obtained through simple random in two districts (Sumbawanga and Bariadi). Data collected through interviews, observations and documentary reviews were subjected to content analysis in which qualitative data analysis software, ATLAS. ti was employed for efficient data management. Data obtained through questionnaires were processed by the use of Statistical Package for Social Sciences (SPSS) for descriptive analysis. On the whole, the findings indicated that community members had a limited view of participation and involvement in the development of community schools. A limited scope with varying views of school ownership resulted in varying levels of commitment to school development. Most of community members in Bariadi district believed in owning schools and felt responsible to develop them, while their counterparts in Sumbawanga district held traditional views that schools belonged to the central government which was therefore accountable for their development. Findings indicated a variation in terms of scope and levels of participation with Bariadi district ranking higher in comparison with Sumbawanga. Findings also suggest that community member motivation varied with educational outcomes in terms of student and school academic performance. The study also disclosed that effective leadership was fundamentally important in determining students’ performance and general school development and success. It was also found out that CBSSs faced similar challenges ranging from school design and development to governance. These challenges were associated with limited harmonisation of key stakeholders’ efforts for ensuring consistent involvement of stakeholders in processes of school development. The study recommends a need for awareness-raising and advocacy to community members in order to strengthen their involvement and participation in developing CBSSs. In view of this, more sensitisation of community members in participatory projects and mobilisation of community resources are imperative for effective and sustainable development of community-based secondary schools.
Conceptions and practices of classroom assessment by primary school English language subject teachers in Tanzania
(University of Dar es Salaam, 2019) Rugambuka, Innocent Buberwa
The study reports the findings about teachers’ conceptions and practices of classroom assessment from the perspective of primary school English language subjects teachers. The fundamentals arguments of this study is that teachers’ conceptions and practices of classroom assessment are interrelated aspects with multifaceted foundation. The objectives of the study were to examine teachers’ conception and classroom assessment. A mixed methods research approach (MMRA) was subsequently used based on a pragmatic paradigm. The study used a survey and case study design to collect and analyse quantitative and qualitative data respectively. The methods used for data collection were questionnaire, interview, observation and documentary review. The sample for the study was 72 teachers for quantitative and 10 teachers for qualitative phase respectively. The descriptive statistics suggested that, primarily, classroom assessment was conceived by teachers as a tool for improving teaching and learning and secondly as a tool for accountability. The teachers held both conceptions through the improvement conception surpassed the accountability conceptions. The inferential statistics suggested that among the selected demographic characteristic, there was a statistically significant association between teachers’ teaching experience in terms of years of teaching, teaching level of the teacher and in-service classroom assessment training shaped teachers’ conceptions. Furthermore, the findings indicated that conventional assessment practices were mostly employed regardless disparities in teachers’ conceptions of classroom in teachers’ conception. On the other hand, the findings indicated that the foundation for teachers’ conceptions of classroom assessment is rooted in cultural aspects, education system role modeling, collegial effect and attitude. Thus teachers’ conceptions of classroom assessment are mostly function of contextual factors. The study recommends that teachers’ conception of classroom assessment must be treated as core component in assessment. If a country’s education system aspires for meaningful classroom assessment. Moreover teacher-training colleges should integrate highly classroom assessment courses in the conventional teacher programmes. By doing so, Teacher Training College may produce well-informed teachers about classroom assessment ethos, consequently the teachers may become conceptions change agents, and role models for subsequent novice teachers. Further, it is important to retain teachers in the teaching profession for a long time for them to acquire the practical details of classroom assessment. Finally, it is recommended that professional development programmes for teachers especially in classroom assessment should be made mandatory to all teachers practicing classroom assessment
Conceptions and practices of classroom assessment by primary school English language subject teachers in Tanzania
(University of Dar es Salaam, 2019) Rugambuka, Innocent Buberwa
This study reports the findings about teachers’ conceptions and practices of classroom assessment from the perspectives of primary school English language subjectteachers. The fundamental argument of this study is that teachers’ conceptions and practices of classroom assessment are interrelated aspects with multifaceted foundation. The objectives of the study were to examine teachers’ conceptions of classroom assessment; to analyse the assessment practices that teachers use in assessing pupils; to examine the relationship between teachers’ conceptions and classroom assessment practices; and to explore the foundation for teachers’ conceptions of classroom assessment. A mixed methods research approach (MMRA) was sequentially used based on a pragmatic paradigm. A survey and case study designs were used to collect and analyse quantitative and qualitative data respectively. The methods used for data collection were questionnaire, interview, observation and documentary review. The sample for the study was 72 teachers for quantitative and 10 teachers for qualitative phases respectively. The descriptive statistics suggested that, primarily, classroom assessment was conceived by teachers as a tool for improving teaching and learning and secondly as a tool for accountability. The teachers held both conceptions though the improvement conceptions surpassed the accountability conceptions. The inferential statistics suggestedthat among the selected demographic characteristics, there was a statistically significant association betweenteachers’ teaching experience and teachers’ conceptions for classroom assessment as a tool for improvement of teaching and learning. However, the interview data suggested that experiencein terms of years of teaching, teaching level of the teacher and in-service classroom assessment training shaped teachers’ conceptions. Furthermore, the findings indicated that conventional assessment practices were mostly employed regardless disparities in teachers’ conceptions. On the other hand, the findings indicated that the foundation for teachers’ conceptions of classroom assessment is rooted in cultural aspect, education system, role modelling, collegial effect and attitude. Thus, teachers’ conceptions of classroom assessment are mostly a function of contextual factors. The study recommends that teachers’ conceptions of classroom assessment must be treated as core component in assessment if a country’s education system aspires for meaningful classroom assessment. Moreover, teacher-training colleges should integrate highly classroom assessment courses in the conventional teacher programmes. By doing so, Teacher Training Colleges may produce well-informed teachers about classroom assessment ethos, consequently the teachers may become conceptions change agents, and role models for subsequent novice teachers. Further, it is important to retain teachers in the teaching profession for a long time for them to acquire the practical details of classroom assessment. Finally, it is recommended that professional development programmes for teachers especially in classroom assessment should be made mandatory to all teachers practicing classrooms assessment.
Constraints to the successful implementation of the universal and compulsory primary educational policies in Tanzania, 1967-2013
(University of Dar es Salaam, 2015) Magava, Oscar Joel
This study investigated the constraints to the successful implementation of the universal and compulsory primary education (UCPE) policies in Tanzania spanning the period 1967 to 2013. The study was guided by four research objectives, namely: to identify empirical evidence of the constraints to the successful implementation of UCPE policies in Tanzania; determine the causes of the constraints; examine the links between the constraints and the way in which the policies were developed and evaluated; and identify the limitations to addressing the constraints. Qualitative data relevant to the study objectives were derived from four purposively-selected regions, comprising seventy four participants. The participants whose experiences informed the study were heterogeneous in nature, although largely educational professionals. The data were collected through in-depth interviews, focus group discussions and a documentary review. The hand-coded data were analyzed through a thematic analysis approach. Triangulation of the data within and across cases and methods was performed to produce better-informed interpretation and conclusions. The findings were varied. Empirically, whilst there are several different explanations, insufficient educational resources, irrelevant learning content and the lack of the comprehensive involvement of policy stakeholders in the grassroots communities contribute considerably to the persistent policy failure within the sphere of education. A further scrutiny of the roots of the constraints unveiled a lack of political will and commitment, misappropriation of government fund, an absence of needs assessment, a lack of strategic plans for policy implementation and misinformed decisions. The findings revealed that a wish to address these constraints was limited largely by the double standards within the policy decisions and inadequate capacity building in the sphere of education. The findings suggested that these constraints are multifaceted, multidimensional and contextual in character that calls for an eclectic approach to detect and address them. The findings are developmental in nature, aiming to lay an evidence-based foundation for the decisions of education policymakers and practitioners. In light of the key research findings, the implications for policy and practice are discussed. The study concludes with a call for well-informed policy decisions in education. It calls, further, for intensive and extensive strategic publicity and advocacy programmes to educate, sensitize and mobilize people to participate in the educational policy activities. The study recommends a deliberate government and public commitment to capacity building and strong investment in education for successful policy implementation ir^this sector. Several directions for further research related to educational policies and practice in Tanzania are also suggested.
The dynamics of implementing competence based education and training approach in selected Tanzanian tertiary technical training institutions
(University of Dar es Salaam, 2017) Lugimbana, Annita Alfred
This study investigated dynamics of implementing the competence-based education and training approach in selected Tanzanian tertiary technical training institutions. The study was guided by four objectives, which were; examining the effectiveness of the CBET approach orientation programmes in TTTIs, examining instructors’ practices in the implementation of CBET approach, determining students’ learning experience under CBET approach and exploring institutional support to the implementation of the CBET approach. The study employed qualitative research approach using multiple case study design. Data for the study were generated through semi-structured interviews, focus group discussion, participant observation as well as documentary analysis. The study involved 55 participants; 3 deputy principals, 25 instructors and 27 undergraduate students (NTA-8). The study revealed the following major findings. First, the study disclosed that the three institutions in collaboration with NACTE training team conducted orientation programmes prior to the implementation of the CBET approach. The first orientation programme which involved all instructors was conducted in one week while the second for Heads of Departments took more than one week, the participants confirmed that the CBET approach was significantly effective, but its implementation has been a critical issue. The point was evidenced by prevalence of conflicting opinions on the practicality of the approach in the three institutions. On one hand, some of the participants maintained that the approach was good and relevant when implemented in a classroom with few students instead of the current crowded classrooms. On the other hand, some participants argued that CBET approach was difficult to implement especially in the Tanzanian context due to lack of teaching and learning resources. The other challenge mentioned was the CBET approach was very demanding and time consuming particularly during the lesson preparation. Secondly, the study revealed the teaching and learning environment did not change however instructors had to rewrite their teaching modules, use different types of assessment tools and the teaching. Thirdly, the study established that students had a general understanding of the CBET approach. They experienced it through both theoretical and practical assessments they were getting. Finally, findings pointed that participating TTTIs did not receive any financial assistance prior to the implementation of the CBET approach instead, instructors from the three institutions attended orientations training on the approach. The study concluded that the implementation of the CBET approach in TTTIs was inadequately prepared in terms of both human and fiscal resources; the orientation of instructors was done in a short time. There were no follow-up of the actual practice of the CBET approach practice in TTTIs. Instructors were facing some challenges in the implementation of CBET approach. The TTTIs were implementing CBET approach in the same environment using the same resources. The study recommends that prior to the implementation of any innovation or instructional practices; there is a need of conducting a pilot study and involving the key implementers.
Educational challenges and coping strategies among students with hearing disability in Tanzania inclusive public secondary schools
(University of Dar es Salaam, 2016) Cosmas, Vincent Jalang’o
The purpose of this study was to analyse the educational challenges and coping strategies among students with hearing disability in Tanzania inclusive public secondary schools. Specifically, the study sought to accomplish the following objectives: (i) Investigate the educational challenges faced by students with hearing disability (HD) in inclusive public secondary schools; (ii) Find out the available teaching and learning facilities for students with HD; (iii) Examine the kind of support services available for students with HD that exists at secondary schools; and (iv) Discover coping strategies employed by students with HD in inclusive public secondary schools. The study employed qualitative research approach with a descriptive case study design. The research data were collected using open-ended questionnaires, interviews, focus group discussions (FGDs), and observations. Three inclusive public secondary schools were purposively chosen from three districts in Mainland Tanzania. The respondents were 108, who included three heads of schools, 27 inclusive classroom teachers, three school counsellors, three academic masters/mistresses, two heads of special needs education (SNE) units, and 70 students with hearing disability (HD). The findings revealed that academic inclusion and participation of students with HD in inclusive public secondary schools were hindered by acute shortage of SNE teachers specialising in area of HD, lack of competence in sign language interpretation skills among teachers, and acute shortage of key teaching and learning resources and SNE services. Other challenges included communication problems, language barrier created by the use of English language as a medium of instruction, and inflexible curriculum. The main coping strategies employed by students with HD, included seeking help and guidance and emotional support under seeking social support as well as active coping and problem solving under problem focussed coping strategies. Besides this, the findings showed that the studied inclusive public secondary schools lacked characteristics of inclusiveness. In light of the findings of this study, it has been generally concluded that the sampled inclusive public secondary schools had several educational challenges which denied them the chance of meeting the requirements and quality of inclusive schools for students with HD. The schools did not provide the necessary and equal teaching and learning grounds as well as social adjustment for students, with and without HD. The present study therefore, recommends a number of actions for the improvement to make the schools more inclusive. The study further recommends future directions and research on inclusive education for students with HD as well as other disabilities in secondary education and other levels.
Effective leadership for quality improvement: characteristics, practices and challenges in public secondary schools in Morogoro, Tanzania
(University of Dar es Salaam, 2012) Urio, Perpetua John
The purpose of this study was to explore effective leadership qualities for improving quality of secondary education in Morogoro Tanzania by analysing characteristics, practices and challenges. The study was conducted in Morogoro Region, using a sample of fifty nine respondents from four secondary schools. The study used qualitative approach. Data was collected through interviews, focus group discussions, documentary review and observations, and was later subjected to content analysis. Study findings revealed that effective leadership characteristics are perceived differently by respondents in the two categories of schools involved in the study. Leaders in best performing schools demonstrate effective leadership characteristics, while it was observed that leaders in worst-performing schools demonstrate more ineffective characteristics than effective ones. Contextual factors affect leaders’ practices in the two categories of schools differently, with greater severity observed in worst-performing schools. Leaders in best-performing schools demonstrate ability to set direction by articulating the school vision; but it was found out that neither category of schools had developed their respective schools vision, nor were stakeholders involved in the vision development process. Leaders of best-performing schools are able to manage instructional programmes through timely planning and monitoring students’ performance. Both categories of schools do not supervise teachers during classes and neither do they have mechanisms to hold teachers’ accountable for their performance. Motivation to teachers is provided according to jobs well done, especially on how students perform in national examinations. Leaders in best-performing schools give teachers opportunities to attend training seminars and workshops but schools lack plans for professional development. These leaders demonstrate ability to make collective decisions, to engage school communities in collaboration and teamwork, as well as ability to delegate with empowerment, support and trust. Such practices are rarely demonstrated by leaders in worst-performing schools. Following these findings, the study concludes that effective leadership with transformational characteristics and skills in Tanzania is crucial in transforming inputs into outputs and outcomes for realization of quality education. Based on these findings, it is recommended that school heads change the style of managing schools and adopt leadership styles that encourage power sharing. School leaders should also groom others to be leaders, and plan for other forms of professional development (such as organisational learning strategies). It is further recommended that the Government allocates enough resources to school leaders so that they can cope with their various and demanding responsibilities under the current reforms. Most importantly, school heads should be given more skills on management and leadership to enable them analyse their environment and lead schools in a positive direction for quality improvement.
Effectiveness of school based - sexuality education in promoting knowledge and skills relating to prevention of pregnancies and hiv in tanzania
(University of Dar es Salaam, 2012) Bilinga, Magreth Joseph
The purpose of this study was to investigate the effectiveness of school based sexuality education in promoting knowledge and skills relating to the prevention of pregnancy and HIV and AIDS. The rationale was that understanding how teachers and pupils experience sexuality education in schools could perhaps contribute to better ways of mitigating HIV/AIDS and pregnancies. In this regard, the study was guided by five research objectives: to explore what and how SE is provided in primary schools, to explore teachers’ knowledge for providing effective SE, to find out pupils’ understanding of SE, to assess teachers pupils and parents’ attitudes to SE and finally to assess the challenges that affect the provision of SE. The study used a Mixed - Method design, whereby both quantitative and qualitative approaches were utilized. The study population was drawn from a total of 390 participants which include heads of schools parents, teachers and pupils. Data collection methods included observation, questionnaires, interviews, and documentar. Data were analyzed and presented both quantitatively and qualitatively. The research findings show that although SE has provided some knowledge on various aspects in schools, pupils lacked appropriate skills necessary for prevention of pregnancy and HIV infection. The results also show that while pupils demonstrated significant knowledge on HIV/AIDS they had inadequate knowledge on other aspects related to sexuality. This was marred by teachers’ lack of correct knowledge and skills for effectively teaching SE topics and little public discourse on sex. The study uniquely reveals that teachers, pupils and parents had positive attitudes toward the provision of SE in primary schools. However, different challenges deterred teachers and pupils from learning about SE topics including inadequate policy, lack of training, cultural barrier and personal behaviours. The study recommends several measures to improve the teaching of SE in primary schools. These include, among others, introducing training and in-service training to improve pedagogical knowledge and skills among teachers for effective teaching of SE as well as teaching SE while focusing on all integrated aspect so as to improve pupils’ SE knowledge holistically. Indeed, pregnancy content should be introduced as early as possible as HIV and AIDS. Correspondingly, it is recommended that dialogue and open discussions on SE among various stakeholders such as parents, pupils religious leaders and politicians should be encouraged and promoted. The study also calls for other studies to investigate how pupils use SE knowledge and skills to protect themselves from sexual risks, particularly pregnancy and HIV.
Effectiveness of teacher education in developing teaching commitment among student teachers in Tanzania
(University of Dar es Salaam, 2017) Mazzuki, Blandina Daniel
This study examined the effectiveness of teacher education in developing teaching commitment among student teachers in Tanzania. With new roles and responsibilities of teachers emanating from the introduction of the learner-centred teaching approach, a knowledgeable teacher without positive attitudes and commitment towards teaching may not sustain quality education. Therefore, developing positive attitudes and preparing teachers who are committed is an invaluable element of the teaching and learning process in teacher education. Guided by the Reasoned Action and Social Learning Theories, the objectives of the study were to (i) analyse classroom practices used by tutors in delivering pre-service teacher education (ii) examine development of teaching commitment among pre-service student teachers, (iii) describe reasons for the level of teaching commitment among pre-service student teachers and (iv) explore other factors associated with the development of teaching commitment among pre-service student teachers in teacher colleges. The study employed mixed methods research approach whereby it used embedded multiple cases and crosssectional designs. Data collection was through classroom observation checklist, faceto-face interviews, self-completion questionnaires, focus group discussions and documentary review. The sample size for this study was 502, comprising 10 tutors and 492 student teachers from four teacher colleges in Dar es Salaam and Morogoro regions. The findings indicated that there were still poor practices of role modelling in teacher training colleges despite the government’s efforts to facilitate role modelling in order to develop positive mind sets and attitudes towards the teaching profession. This situation was a result of inadequate qualifications of tutors and teaching and learning facilities. The study also established that teacher education was not developing teaching commitment among student teachers. There was no significant difference between first year and second year student teachers to allow the conclusion that teacher education developed teaching commitment among student teachers. The findings further indicated that it was important to merge role modelling with other factors such as collaboration between teacher colleges and other communities, insisting on professional courses, improvement of tutors’ autonomy to screen student teachers who are suitable for teaching, and provision of teaching guidelines to student teachers in order to make role modelling more effective. The study further recommends that the endeavour to address lack of commitment among student teachers should be multi-dimensional by involving humanistic nurturing learning and favourable working and living conditions for teachers. The study contributes to the understanding of the importance of teacher education in developing teaching commitment through affective learning specifically role modelling of tutors.
The effects of physical violence against mothers on primary school children’s behaviours in Tanzania
(University of Dar es Salaam, 2017) Ambakisye, Simion Kaminyoge
The purpose of this study was to investigate and examine how physical violence against mothers affects their children’s school behaviours. Four objectives guided the study, namely; to investigate the mothers’ experiences of physical violence by husbands; to explore the school children’s experiences from exposure to physical violence against mothers; to examine the effects of children’s exposure to physical violence against mothers on their school behaviours; and, to analyse and relate the children’s school attendance, concentration in the classroom, aggression and withdrawal behaviours from mothers exposed and not exposed to physical violence. For the qualitative part of the study comprising snowball and purposive sampling techniques were used to obtain a sample of 55 participants involving mothers, children, husbands, teachers and village leaders. For the quantitative part, a random sample of 312 school children was selected from five primary schools. The study employed semi-structured face to face interviews, focus group discussions and questionnaires. The findings showed that mothers experienced multiple forms of physical violence from husbands precipitated by gender relations embedded within cultural norms of the community under study. The physical and psychological effects on mothers due to physical assaults made them unable to concentrate on school children’s needs, support and supervision. Inadequate provision of needs and services from mothers exposed to physical violence resulted to children’s experiences of psychological distress. The study found that children’s psychological problems and inadequate physical needs led to negative school behaviours such as irregular school attendance, truancy, and withdrawal from peers and teachers, poor interaction with school peers as well as lack of concentration in the classroom. It is concluded that school children develop negative school behaviours when their mothers, the major child caregivers in the family, fail to provide adequate basic needs and services in the family. The study recommends that the government should establish the guidance and counselling services in primary schools to help children who come from problem families including violence between parents to eliminate its negative effects on children’s school behaviours. The counselling will enable school children develop coping strategies to concentrate on various school activities, relationship with peers and teachers, and regulations. The government should further create a formalized system to educate and counsel parents and communities about harmful cultural norms that precipitate violence on women in general. The local women and child protection organs in the community should also be established like the village and ward women and child welfare committees.
Effects of workplace conditions on primary school teachers’ job satisfaction in Tanzania
(University of Dar es Salaam, 2013) Masanja, Siston
This study investigates the effects of workplace conditions on primary school teachers’ job satisfaction in Tanzania. The significance of studying the effects of workplace conditions on teachers’ job satisfaction is that few comprehensive studies have been undertaken where specific workplace conditions, such as administrative support and leadership, teacher cooperation, teacher competence and parental support, have been examined and related to primary school teachers’ job satisfaction. The predictor-outcome model guided the study, in which workplace conditions were treated as predictor variables and job satisfaction as an outcome variable. Data were collected through a questionnaire involving 1,021 teachers from four regions of Tanzania. The findings show that the teachers had positive views regarding administrative support and leadership, teacher cooperation and teacher competence, but felt less satisfied with the parental support. The findings also indicate that the teachers were satisfied with their job except for their lack of promotion opportunities. The findings indicate further that the workplace conditions affected teachers’ job satisfaction positively and significantly. On the basis of these findings, it is recommended that workplace conditions should be improved in order to raise the satisfaction level of teachers with their job and subsequently the level of pupils’ academic performance and quality of education. Suggestions for further studies are also provided.
Empowerment Programmes and the Quest for Women Transformation The Case of Non- Governmental Organizations In Zanzibar
(University of Dar es Salaam, 2016) Ali, Mzuri Issa
Empowerment for women has long been a buzz word in the development lexicon. In Zanzibar, women empowerment programmes emerged in 1980s after the advent of women movements aimed at addressing historical and social injustices. Despite the well evident length of intervention, little has been studied and written about transformation of rural women through programmes as orchestrated by state and non-state actors. The reflections of ground reveal a regressive trend of rural women in both economic and social spheres. This study explored the level of women transformation in Zanzibar through NGOs interventions. This study argues that the transformations passage is engrossed with numerous internal and external hurdles but the “Transformative Empowerment Framework” (TEF) can go a long way to provide an antidote. TEF cut across resource, agency, regular learning, networking and achievement. The Program Impact Assessment Approach (PIAA) as employed to analyses the information. The PIAA also provided provide mechanism for controlling the confounding factors through the control group consisting of experts judgment on the main contributing actors in the women transformation. Women groups which were based mainly in the rural Zanzibar were used as the central unit of analysis. In that light, the study analyzed information from 158 rural groups in 38 shehias/ villages of Unguja and Pemba vis-a-vis22 NGOs involved on empowerment and advocacy. Information obtained was complemented by documentary reviews. The study found that NGOs interventions for women empowerment programs enable women to take individual actions which were motivated by those interventions. The remaining challenge was that these individual initiatives were not translated into collective actions, which would address social and structural injustices perpetuated in the communities. Thus, the study recommends need for thorough rethinking and designing of the NGOs program for women empowerment which will not only promote individual actions but also collective actions
Factors associated with career choice and predictors of career intention among undergraduate students in Tanzania
(University of Dar es Salaam, 2014) Amani, Jacqueline
The purpose of this study was to investigate factors associated with career choice and predictors of career intention among undergraduate’s students in Tanzania. The intention behind this motive was that understanding the reasons which make people choose and ultimately join their careers is essential for maintaining the country`s stable work force through informed recruitment and retention strategies. The study had four objectives, namely, to: (a) identify factors influencing university students towards career choice, (b) determine university students` level of career knowledge, attitudes towards careers, subjective norms and career self—efficacy, (c), examine the extent to which student`s fields of study careers, subjective norms and self-efficacy predict their career intentions, (d) compare career intentions across students` field of study. The study used a mixed-methods research approach to study a random sample of 1043 among 11689 undergraduate students in four selected universities through the use of questionnaires and focus group interviews as data collection methods. The findings revealed that career choice factors were mainly extrinsic, intrinsic and altruistic. These include; personal and family factors, employment opportunities, lack of academic qualification, career guidance and information. The chi-square analysis indicated statistically significant differences in career choice factors in terms of students` fields of study, whereby extrinsic factors were more evident for student teachers that their fellow in law, engineering and business. Moreover, the study found that majority of students had high career knowledge, strong subjective norms, positive attitude towards their careers and high career knowledge, strong subjective norms, positive attitude towards their careers and high career self-efficacy. Results from MANOVA indicated statistically significant others influence their career decisions. The findings of the study further showed that the majority of the students had intentions to join their prospective careers upon graduation. Their intentions were attributed to positive careers upon graduation. However, the chi-square test results showed that the students taking business and engineering were more likely to join their prospective careers than students taking education and law. Furthermore, the results from multiple regression analysis revealed that attitude was that strongest predictor of career
Factors at play in career decision making among post-secondary school youths in Garissa municipality, Kenyaa
(University of Dar es Salaam, 2017) Ngei, Lucia Musyoka
This study investigated the factors at play in career decision making among post-secondary school youths in Garissa Municipality, Kenya. The study aimed at achieving the following objectives: To examine the career fields considered by post-secondary school youths, to analyze the influencers of career choices among post secondary school youths in Garissa Municipality, to establish the sources of occupational information on career choices among post-secondary school youth and to establish the measures to sound and informed career choices among post-secondary school youths. It is hoped that the findings of this study will help parents guide their children’s career planning and decision making and teachers to articulate interest in career goals among students. The findings of the study will enable educationists, policy makers and curriculum developers to establish and support career development programs for post secondary school youths. The study employed a descriptive survey design and made use of mixed methods approach to collect information from relevant respondents. The study targeted 4 government county youth officers, 720 youth group leaders and 2852 community youths who graduated from Form Four between 2010 and 2012. Purposive sampling technique was used to select the study area and county youth officers who participated in the study. Stratified random sampling was used to select the villages from the five locations. Simple random sampling was used to select the youth group leaders and post secondary school youths from the selected villages. Three instruments used to collect data that included one interview guide for county youth officers a questionnaires for youth group leaders and other one village youths. The research instruments were piloted on a small representative sample identical to but not including the group that was involved in the actual study. The instruments were subjected to analysis by a team of specialists in educational psychology after the pilot study in consultation with the supervisors before the actual data collection was done. For qualitative data, patterns and themes were identified and data for all questions were analyzed descriptively. Quantitative data were analyzed by use of frequencies and percentages. The study established that the main career fields that are considered by post secondary school youths included education, law, health related courses, engineering, architecture, business management and administration. The main influencers of career choices included educational grades, role models, skills and abilities, gender, family, peer pressure and school environment. Sources of occupational information that was available for post secondary school youths included electronic and print search, media friends and family and social networks. The main measures to sound and informed career decision included developing collaborative career programs, engagement of parents in career decision making of the young people, volunteer work and internships. This study recommends that the post-secondary school youths should be given necessary career guidance while in high school or immediately after leaving secondary school in order to make their participation in post-secondary studies more effective and explore clear and specific career options which would also help them make sound and informed career decisions.
Factors influencing primary school teachers’ retirement planning : The case of Kinondoni district in Dar es salaam region, Tanzania
(University of Dar es Salaam, 2019) Medulla, Mkumbo Godwin
This study examined the factors influencing retirement planning among primary school teachers in Kinondoni District of Dar es salaam region in Tanzania. Four objectives guided the study, namely: to assess primary school teachers’ understanding of retirement planning ; to explore the extent to which demographic factors (age, education level, sex, and marital status) influence planning for retirement among primary school teachers; to assess how individual characteristics of primary school teachers influence their retirement preparation plans; and to assess the extent to which primary school teachers use the available knowledge on retirement and planning for their retirement. This study employed both, qualitative and quantitative approach. For the quantitative part of the study, quota and systematic sampling techniques were used to obtain a sample of 170 participants. Questionnaires, semi-structured face to face interviews as well as focus group discussions were employed to obtain data from the field. The results of the study revealed that although the majority of the primary school teachers [109 out of 120 (91%)] agree on the importance of pre-retirement planning; most of them [117 out of 120 (97%] lacked both knowledge on retirement and retirement planning skills. Moreover, the retirees 92.5% (37 out of 40)] had not attended any pre-retirement planning programme before their statutory retirement from active employment. The majority of the employees [117(97%)] who had not received retirement training reported that both employers and social security funds were responsible for offering such education on retirement and planning. It was concluded that lack of information and proper knowledge on retirement and retirement planning from reliable sources were the significant factors which disconnected employees from the psychology “culture” of planning while in employment. The study recommends that the government should introduce RRP specific educative programme and increase the earnings of PSTs. The study further recommends future directions and research on other types of retirement preparations, not only in government institutions, but also in the private sectors and the self-employed.

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