Ntazoya, Ezra Nathanael2020-03-132020-03-132012Ntazoya, E. N(2013) Geography teaching in secondary schools: contribution of teachers methodological competencies to students’ achievements: the case of selected schools in Iringa district, Master dissertation, University of Dr es Salaam, Dar es Salaamhttp://41.86.178.5:8080/xmlui/handle/123456789/7745Available in print form, University of Dar es Salaam at Dr. Wilbert Chagula Library( THS EAF G73.T34N82)This study aimed at investigating teachers’ methodological competencies useful for effective A-level Geography teaching in secondary schools. Furthermore, the study aimed at investigating the contribution of teachers’ methodological competencies to students’ performance. Investigation of how teachers’ methodological competences influence students’ performance is such an important issue in academic that warrant thorough investigation. Data were collected from 3 A-Level secondary schools from Iringa District in which 36 students, 9 A-level geography teachers, 3 heads of schools were involved. Two officials from NECTA and 2 officials from TIE were also involved. This study employed a case study design; within mixed research approach. Observation, interview and semi-structured questionnaires were used to gather primary data. Documentary review method were used to gather secondary data. Data were analyzed using both content analysis and descriptive statistical techniques. Both Statistical Package for Social Sciences (SPSS-Version 16.0) and Excel were used in analysis of descriptive statistics.The findings of the study revealed that, A-level geography syllabus have a well stipulated teaching and learning strategies needed to be used by teachers. However, the findings indicated that, teachers were not using effectively the stipulated teaching strategies to fully implement the requirement of the syllabus. It was also revealed that, A-level geography teachers had inadequate practical skills and knowledge to fully implement participatory teaching methods, instructional planning and time management. Because the teacher is the centre of successful learning, therefore, teachers methodological incompetence often contribute to students poor performance in both internal and external geography examinations.In the light of these findings, it is recommended that, Colleges and Universities that train teachers should review their education programmes to strengthen the methodological competences of graduating teachers. Professional in-service training programs should be encouraged to complement pre-service training offered at training institutions. To meet the demands of teaching/learning strategies and resources needed at A-level secondary schools, increasing education budget is a crucial strategy. Finally, secondary school teachers should be encouraged to be more creative and innovative during regular classroom teaching.enGeographyTeachingSecondary schoolsAcademic achevementsTeachersIringa DistrictThesis