Ghamunga, Florence Kathuurwa2016-05-112020-01-082016-05-112020-01-081983Ghamunga, 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=)http://localhost:8080/xmlui/handle/123456789/3810The 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.enTeachersTanzaniaIn-service trainingThesis