Primary school teachers’ views on using learner centered method in Tanzania: a case of Temeke municipality, Dar es Salaam region

This study assessed primary school teachers’ views on using learner -centred method in Temeke Primary schools in Dar es Salaam Region in Tanzania. It intended to examine the extent to which primary school teachers are prepared to meet the curriculum changes, views of primary school teachers on the use of learner centred methods, and explored opinions of primary school teachers on how to improve the use of learner-centred methods in primary schools. Purposive sampling technique was used to select study schools and respondents. Major respondents were primary school teachers, school inspectors; district and regional educational officers. Data were collected using secondary and primary data sources. Primary data were collected using questionnaires, focus group discussion, interview and direct field observation. Secondary data were obtained through the review of relevant literature which were obtained online and from sample schools. Descriptive analysis technique was employed to analyse quantitative and qualitative data. Quantitative data were summarised, coded and analysed using computer-based softwares, Statistical Package for Social Sciences (SPSS) version and Ms. Excel. Qualitative data obtained through interview were summarised and subjected to theme-content technique to generate information relevant for answering key research questions. This study found that primary school teachers were not involved in the processes of curriculum change. It was revealed that consultation for curriculum change was only made to school inspectors, district and regional education officers. According to the surveys, there have been difficulties for teachers to effectively implement the new curriculum. The difficulties are attributed by inadequate training and orientation opportunities given to teachers. These have resulted into poor utilisation of learner-centred approaches. Field observation revealed that teachers are largely relying on question and answers techniques partly due to their inability to use diversity of learner-centred approaches. Difficulties in the use of learner-centred approaches were also linked to large sizes of the classes, inadequate teaching and learning resources, and classroom facilities such as desks. Primary school teachers must be involved in the processes of curriculum change, teaching and learning environment and facilities be improved, and more training and orientation opportunities are given to teachers for the effective practice of the learner-centred approaches. In the light of the research findings, this study concluded that teachers were not well prepared during the processes of curriculum change. This has eventually placed difficulties in the implementation of the learner-centred approaches. Hence, this study recommended that effective participation and involvement of teachers in the processes of curriculum change is crucial for the wellbeing of realising learning outcomes.