Assessing the contribution on-job training programmes for primary school teachers to pupils’ performance in Mtwara, Tanzania
| dc.contributor.author | Kapushi, Nesia | |
| dc.date.accessioned | 2021-11-18T10:48:02Z | |
| dc.date.available | 2021-11-18T10:48:02Z | |
| dc.date.issued | 2019 | |
| dc.description | Available in print form. Dr. Wilbert Chagula Library. East Africana Collection, (THS EAF LB1731.T34K368) | en_US |
| dc.description.abstract | This study assessed the contribution of on-job training programmes for primary school teachers to pupils’ performance in Mtwara, Tanzania. Literature had shown that a number of teachers and not their knowledge of the subject matter such as the ability to develop new knowledge, application knowledge, reflection and consolidation of teaching topic to pupils have been used to measure the performance of pupils. The study employed a mixed research approach and case study design to achieve the purpose. Data were collected (through interviews and questionnaires) from regional and district education officials, project coordinators as well as trained teachers. The research has revealed that the teaching profession in Mtwara is challenged with various issues including increasing workloads due to education reform, low and infrequent teacher remuneration, lack of professional recognition, poor working conditions, lack of accountability and scarce professional development opportunities. However, the training programmes have substantially improved pupils’ performance in Standard Seven Leaving Examination outcomes in the region a Pearson product-moment correlation coefficient (r) computed by SPSS outputs (P>0.05) showed a positive correlation between the number of trained teachers through in-service arrangement and the performance of pupils in their Standard Seven Leaving Examinations. Strategically planned pedagogical programmes to backstopping trainees is recommended for remedial improvements of teachers for an adequate understanding of subject and curriculum knowledge, teaching beliefs and teaching practice. It is also recommended that a detailed study should be conducted on how the materials used in training reflect teachers’ training needs and how governmental institutions participate in their preparations. | en_US |
| dc.identifier.citation | Kapushi, N. (2019). Assessing the contribution on-job training programmes for primary school teachers to pupils’ performance in Mtwara, Tanzania. Masters dissertation. University of Dar es Salaam. Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/16502 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | In-service training | en_US |
| dc.subject | Education, primary School children | en_US |
| dc.subject | Mtwara | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Assessing the contribution on-job training programmes for primary school teachers to pupils’ performance in Mtwara, Tanzania | en_US |
| dc.type | Thesis | en_US |