The effectiveness of grade ilia teachers: a comparative analysis of the one-year and two-year trained teachers in the coast region: the case of Mkuranga District

Since early 1970's, Tanzania has engaged in different programmes of teachers training. These included crash programmes which were designed to meet an increasing demand of teachers in the country. In 2001, the crash programmes were introduced for primary school teachers. Since previous studies had been done on general performance of Grade IIIA teachers, there was a need to compare teachers trained under the crash programmes and teachers who underwent the normal two-year teacher training programme. This study was therefore designed to carry out an in-depth exploration about the effectiveness of one-year and two-year trained Grade IIIA teachers. The data for the study were collected through, interviews, classroom observations, and documentary review. Both qualitative and quantitative approaches were used in the presentation and analysis of data collected. The study involved five primary schools from Mkuranga district in the Coast region. The sample included 25 one-year trained Grade IIIA teachers, 25 two-year trained Grade IIIA teachers, 5 college tutors, 5 head teachers, 1 District Academic Officer, and 1 college principal. The major findings of this study were as follows; first, it was found out that while both one-year and two-year trained Grade IIIA teachers were competent in the preparation of schemes of work, they were not competent in the preparation of lesson plans and only one-year trained Grade MA teachers were competent in the preparation of teaching aids. Secondly, both one-year and two-years trained Grade IIIA teachers were not competent in the use of lesson plans, and teaching aids during lessons presentations. Third, the one-year trained Grade IIIA teachers were not competent in the provision of assignments. As for marking the assignments, both teachers were not competent. Furthermore, it was also found out that both teachers were not competent in preparing quality examinations. Fourth, mentoring support given to student teachers in the field was not adequate to make them grow professionally. It was revealed that the problem of ineffective teaching was common to both one-year and two-year trained Grade IIIA teachers. With regard to the findings of this study, the researcher recommends the educational planners to take measures on the proper training of teachers in order to make them good performers in the classroom situations.