Perceived management factors affecting student’s performance in CSEE in Tanzania: a case of selected; community secondary schools in Njombe district

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dc.contributor.authorMfikwa, Alfred Anamiah
dc.date.accessioned2019-12-12T10:48:03Z
dc.date.accessioned2020-01-08T09:15:41Z
dc.date.available2019-12-12T10:48:03Z
dc.date.available2020-01-08T09:15:41Z
dc.date.issued2008
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class Mark (THS EAF LC208.4.T34M34)en_US
dc.description.abstractThe study investigated the perceived management factors that affect CSSs students` performance in CSEE in Tanzania. A descriptive research design using mainly a qualitative strategy was used in data collection and analysis. The findings revealed that the students` performance in CSEE in CSSs was adversely affected by perceived management factors in a number of ways. It was founded that CSSs had a shortage of both teachers and non-teaching staff that caused heavy working load to teachers and led to recruitment of untrained ex-form six to assist teaching and lay people to perform non-teaching duties of the school s. the dominant qualification of teachers used to teach CSSs was a Diploma in education, with a teaching experience of 0-5 years. The INSET was given to few teachers and schools had no school-based plans for it. The supervision of teaching and learning was inadequately done. Partly due to the shortage of staff. Also, the sample school student`s performance was below average with varying degrees of performance that were not easily associated with a single factor. Recommendations made were as follows: First, heads of Schools should ensure that their schools have school-based plans to conduct INSET for their staff, and non-practice clinical supervision of their schools. Second. The MOEVT should ensure that sufficient and quality staff are trained and allocated to CSSs proportionally, special funds are provided to enable school-based staff training, and in-service trained teachers are equality distributed in order that all schools in the country benefit equality from INSET. Thirdly, similar research should be conducted covering a large sample for generation of the findings. Finally, another study should be conducted on the influence of management factors on students` academic performance in primary schools and their categories of learning institutions with either poor or better academic performance.en_US
dc.identifier.citationMfikwa, A. A (2008) Perceived management factors affecting student’s performance in CSEE in Tanzania: a case of selected; community secondary schools in Njombe district, Master dissertation, University of Dar es Salaam.en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4569
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaam.en_US
dc.subjectAcademic performanceen_US
dc.subjectSchool supervisionen_US
dc.subjectCertificate of Secondary Education Examinationen_US
dc.subjectNjombe districten_US
dc.titlePerceived management factors affecting student’s performance in CSEE in Tanzania: a case of selected; community secondary schools in Njombe districten_US
dc.typeThesisen_US

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