A study on teachers’ allocation and their teaching load in community secondary schools in Tanzania: a case of Kinondoni District in Dar es Salaam region

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Date
2010
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
The study was intended to investigate the allocation and workload of teachers in Community Secondary Schools CSS(s) in Tanzania with reference to Kinondoni district. The study comprised of a total of 144 of respondents, categorized into 122 teachers, 10 academic masters, 10 Heads of schools, the Regional Education Officer, and the District Education Officer. The study used questionnaires, documentary review and personal interviews for data gathering and data were analyzed qualitatively and quantitatively. The findings of this study revealed that the criteria used to allocate teachers in CSS(s) involved academic and professional qualifications, teacher experience and shortage of teachers in a particular subject. In addition, the findings revealed that the teachers of CSS(s) had heavy teaching load and they are not satisfied resulting into some teachers deciding to abscond or change the profession. The study suggested that policies and practices on the teachers’ allocation to school have to be revisited to ensure a fair distribution of teachers for every school. Besides, the opening of new schools should be based equally on demand and supply. Lastly, the education authorities at all levels should make effort to study this current situation to solve their problems accordingly.
Description
Available in print form
Keywords
Community schools, Teachers allocation, Community secondary schools, Kinondoni district, Dar es Salaam region, Tanzania
Citation
Ngoda, E. J (2010) A study on teachers’ allocation and their teaching load in community secondary schools in Tanzania: a case of Kinondoni District in Dar es Salaam region. Master Dissertation, University of Dar es Salaam. Available at http://41.86.178.3/internetserver3.1.2/brief.aspx