Factors affecting enrolment and participation in the residential in service course for primary I and II teachers

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Date
1983
Journal Title
Journal ISSN
Volume Title
Publisher
Unversity of Dar es Salaam
Abstract
The purpose of this study was to identify factors that contributed to low enrollment and participation in the Residential In-Service Course for primary I and II teachers. Questionnaires were designed to gather data from tutors in In-Services and from different categories of teachers which included: teachers who were undertaking the residential in-service course, those who had finished the course and those who had finished the course and those who had failed to attend it. Interviews were held with selected decision-makers in the Ministry of National Education Headquarters, Regional, District and Ward Educational Officials, and Principals of In-Service Colleges. Documentary review and observations were used to counter-check the information collected through other instruments. All the instruments were designed to collect data following four research questions that covered the planning of the in-service course, conditions and requirements of the course, treatment given to the teachers while in the in-service colleges and the programme’s ability to fulfil the teachers’ expectations. The data collected were analyzed, computed and presented in percentages. The findings of the study were reported in a descriptive manner and were discussed in terms of the identified factors affecting the in-service course. The factors identified included inefficient communication and coordination systems by the parties concerned with in-service course at the Ministry of National Education’s Headquarters, Regional and District levels, and in the in-service colleges; lack of proper arrangements regarding transport and travel allowance, payment of salaries of the residential teachers, and the orientation phase for the in-service teacher; lack of teachers’ interest in teaching Standard I and II throughout their teaching career; and lack of pecuniary and other rewards for fulfilment of teachers’ expectations. Teachers however, were positive about the treatment given to them by the college administration and their tutors; and about the content of the course. The study concluded that co-operation is needed among all the agencies concerned in the planning and implementation of the in-service course in order to make it a success. Six recommendations were made for the improvement of the in-service programme now and for the future.
Description
Keywords
Teachers, Tanzania, In-service training
Citation
Ghamunga, F. K. (1983) Factors affecting enrolment and participation in the residential in service course for primary I and II teachers, Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx?parentpriref=)