Education Foundation and Teaching Management (FSS)

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    Financing adult and non-formal education centres in Tanzania: A case of Tunduru district council
    (Mzumbe University, 2019) Haridi, Saidi Omari
    This study examined how Adult and Non-Formal Education centers are financed in Tunduru District Council in Tanzania. Objectives of this study were to examine sources of funds, to explore the methods of allocating funds, and to examine the challenges of fund allocation for ANFE centers. 5 wards and 49 participants were involved in the study. The study employed qualitative approach and applied case study design. Participants were selected using purposive and convenience non-probability sampling techniques. Data were collected using interview, focus group discussion and review of documents. Content analysis technique was applied in analyzing data gathered from the field. Findings indicate that financing ANFE centers in Tunduru DC was mostly done by the adult learners’ themselves through their contributions from individual income generating projects, individual and local volunteers with very little support from the government. The research revealed that there were no proper methods of fund allocation for ANFE centers because the government disburses very low and irregular funds to run these centers; and most of the little funds supported depends on programme -based from the donors and local volunteers. Again, the study uncovered ANFE centres face with multiple challenges including underfunding; dependency in untrained and lowly paid or not paid at all adult facilitators’ honoraria, poor teaching-learning environment, acute shortage of qualified adult education facilitators, and lack of motivations among teachers, and adult education learners. Several recommendations are made specifically for financing ANFE centers.
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    The effectiveness of direct school funding approach in primary schools in Tanzania: A case of Chalinze District
    (Mzumbe University, 2019) Gamba, Charles
    Basic education financing and set up suitable approach for financing it has currently noted as an important agenda to most of the developing countries. Tanzania like any other nation in the World seem to be found in the same prevailing wind in the midst of the existing agenda, where from independence to 2015 various approaches were used to finance primary education but no suitable scheme was prolonged to be employed. From 2016 to date, the government decided to finance primary education directly to schools accounts to avoid bureaucracies of local government authorities who caused unnecessary delays and inconsistency. For that reason, the study intended to examine the effectiveness of the approach in funding primary schools in Tanzania center of intention to be Chalinze District Council which found in the Coast Region. Four primary schools were involved in the study to examine how effective the approach is in terms of timeliness, consistency, accuracy and finally to come across with challenges faces this funding scheme. The study basically applied qualitative approach, using in-detail interview, observation, documentary review and focus group discussion. The research study covered 16 purposefully chosen informants, including District Primary Educational Officer, Ward Educational Officers, Head Teachers, School Bursars and teachers. The study findings revealed that, the approach is effective in transferring funds directly to primary education since it is time conscious, observes consistency and it is accurate approach ever existed. Despite the effectiveness of the approach, there are some hold backs and challenges observed which includes lack of sufficient training, necessary devices and internet accessibility. However, in order to have ever lasting effectiveness of the approach the ministry PO-RALG dealt with the approach is recommended to offer proficiency building capacity to enhance knowledge and skills to teachers as well as providing necessary resources for the approach to work more effective in country side areas of Chalinze DC and Tanzania at large.
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    Relationship between tomato production and household poverty reduction in Hai district, Tanzania
    (Mzumbe Unversity, 2019) Msimbe, Martha
    I would like to express my deepest appreciation to all those who provided me with possibilities for successful completion of this research work. I feel greatly indebted to a number of individuals that without their assistance this work would not be possible. First, I am grateful to the almighty God for enabling me to successfully accomplish my studies. Second, I am indebted to my supervisor, Dr. Divina L. Shio who was generous with her time in providing me with invaluable guidance, comments and suggestions which helped in producing this report. I would like to thank tomato farmers and officials of Hai district who provided useful data for this study. Finally I am deeply indebted to my parents, Dr and Mrs Gasper Msimbe, for their moral and financial support during the whole time of my studies at Mzumbe University. While many people have been acknowledged for helping me in this work, I remain solely responsible for shortcomings and views expressed in this dissertation.
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    Institutional factors contributing to ineffectiveness of school committees in managing primary schools’ development projects in Kahama town council
    (Mzumbe University, 2019) Lugangila, Vedasto
    The study explored the institutional factors contributing to ineffectiveness of school committees in managing primary school’s development projects in Kahama Town Council. The study was governed by three specific objectives which were to identify the relationship between the level of knowledge (cognitive factors) of school committee members and the extent of ineffectiveness of school committees in managing primary schools’ development projects, to find out the leading institutional factor among cognitive, regulative and normative factors contributing to ineffectiveness of school committees in managing primary schools’ development projects and assess the institutional measures for improving school committees’ performance in managing the development projects. The study adopted a case study research design. The study utilised mixed method research approach due to the nature of questions used. The sample size was drawn through the use of simple random and purposive sampling techniques whereas 87 study participants were involved in the study. Data were collected by means of questionnaire and face to face interviews. Quantitative data were analysed descriptively using a computer software known as SPSS version 21 and qualitative data were analysed using content analysis by a tool known as Atlas Ti. Based on the specific objectives of this study, the findings showed that the level of knowledge (cognitive factors such as knowledge, skills and mental-ability) of school committees’ members has direct relationship with ineffectiveness in managing primary school’s development projects, it also, found that the cognitive factor was the leading one in contributing towards ineffectiveness of school committees in managing schools’ development projects. The findings also show several institutional measures proposed for improving school committees’ performance, they include providing seminars and training, attending meetings, encouragements and disciplinary measures. The study recommends that, the government in association with educational stakeholders need to establish sustainable programmes on capacity building and conduct orientation and induction courses to the newly elected members of school committees. Furthermore, school committees’ meetings should be mandatory on regular basis and members of school committees should be reminded to attend all regular established school committees’ meetings for effective management in schools
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    The influence of criteria for appointment of women in leadership positions in Tanzanian primay schools: A case of Ikungi District
    (Mzumbe University, 2018) Ndimbo, Alfons S.
    This study addressed the influence of criteria for the appointment of women in leadership positions in primary schools in Ikungi district, Tanzania. The study aimed at examining the factors that limit women from participating into leadership positions, challenges that women head teachers faces in their leadership positions and perceptions of teachers and community members concerning female head teachers. The study used both qualitative and quantitative approaches and the methods of data collection used were questionnaires and interview. Content analysis was used in analyzing data obtained through interviews and those from questionnaires were analyzed through statistical package for social science (SPSS) version 16.0. The findings revealed that, the criteria of appointments limit women participation in leadership positions through personal factors such as refusal of leadership posts, lack of confidence, lack of qualifications and family issues, also societal factors such as negative attitude by the society and traditional believes (witchcraft and super situations),organizational factors such as weak policy, and biasness in appointments, and informal factors such corruptions, nepotism and political affiliations. Furthermore, the findings revealed that the challenges facing women head teachers includes jealous and conflicts from their husband, negative reactions from the community, poor traditional believes, multiple roles, and shortage of funds. The study recommended that the policy used for the recommendations of head teachers in Tanzania should consider gender balance, the policy for appointment should encourage transparency to avoid favoritism and biasness in the appointment and recruitment process, the activists and other stake holders should provide education based on gender equity in both rural and urban and also fight against negative cultural values emanating from the community which encourage negative perception and those marginalizing women in leadership.
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    Free education and its effects on teaching and learning development in Tanzania: A case of selected primary schools in Masasi district
    (Mzumbe University, 2018) Ndunguru, Patrick
    This study provides the profile on financing of the free education and its effects on the development of teaching and learning in primary schools in Masasi district. The study aimed at examining the effectiveness of financing free education alongside stakeholders’ perceptions on free education policy. The study specifically focused at examining the trend and effectiveness in financing free primary education, assessing the perceptions of teacher and parents on free education policy, and assessing the effects of free education on teaching and learning development in primary schools. The study employed a mixed research design which is dominated by qualitative aspects; Masasi district was used as a case. 86 participants were involved in a sample set, whereby simple random and purposive sampling techniques were employed in selecting them. Methods which were used to collect data included interview, questionnaire, observation and documentary analysis. Acquired data were analysed in accordance with their nature whereby qualitative data were analysed using content analysis method. On the other hand, quantitative data were analysed using SPSS as well as Microsoft Excel. The study found that the government has been providing capitation funds regularly to all public primary schools. The financing seemed not effective because the amount provided does not match with what was exactly needed in schools with regard to the number of pupils as far as the regulations are concerned. The findings show that despite the fact that parents were told not to pay school fees and other contribution, the implementation of the policy still involves payments of some voluntary contributions which to some extent are the ―must-be-paid‖ contributions. With this, the free education implemented under the Education and Training Policy of 2014 is not free as it is being announced. Findings also revealed that free education had both positive and negative effects. On positive effects, it allows many children to access education regardless sex or their physical functionality. On the other hand, it is undeniable that there are some negative effects such as unequal ratios of teacher-pupil, Pupil-book, classroom-pupil, as well as lavatory-pupil.
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    Influence of school inspection on students’ performance in Tanzania: A case of public primary schools in Karatu district council
    (Mzumbe University, 2018) Gaudence, Basilisa Lulu
    The study dealt with Influence of School Inspection on Students’ Performance in Tanzania: a case of Public Primary Schools in Karatu District Council. The main objective of the study was to investigate the impact of school inspection on students’ performance in PSLE of public primary schools in Karatu District Council. Specifically, the study intended, to investigate the contribution of frequent school inspection to students’ performance in PSLE in Karatu District Council, to examine the effect of school inspection to teaching and learning process in public primary schools and assess educational stakeholders’ perceptions on outcomes of school inspection in public primary schools in Karatu District Council. The study involved nine public primary schools selected purposely according to their examination performance in PSLE. From empirical literature reviewed it was seen that school inspection in some extent has impact on students’ performance, also the study applied the systems theory. The study used purposive sampling to obtain key informants and random sampling to select school committee members, teachers, and non-teaching staff where a total of 85 respondents were involved in the study. The research used a case study design whereby both qualitative and quantitative approaches were used. Data collection tools such as questionnaire, interview, focus group discussion and documentary review were used. The findings revealed that school inspection has great effects on students’ performance in primary schools. The results showed that school inspection was done twice a year; this was the experience in three out of the nine selected schools and once a year in the remaining six schools. The study further exposed that schools which were inspected twice a year had a better examination performance in PSLE compared to those with less inspection. In addition, the findings show that schools which were inspected twice a year had a better teaching and learning strategies as measured by the number and quality of lesson plans, schemes of work, teaching and learning materials, and students’ exercise books than schools which received the inspection once a year. It was further found that education stakeholders were not aware on the outcomes of school inspection on examination performance. The study concludes that teaching and learning in schools need close supervision and monitoring. It is therefore recommends that schools should be regularly inspected to improve the performance in PSLE
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    Coping with adolescence stress: Exploring teachers engagement in secondary school adolescents behaviour adjustment in Morogoro municipal council
    (Mzumbe University, 2018) Msumali, Neema
    Adolescents have been noticed to exhibit undesired behaviors as a manifestation of maladjustment. This study focused on exploring teachers‟ engagement in secondary school adolescents‟ behavior adjustment in Mororgoro municipal council. The motivation behind this study was based on having observed behavior problems in secondary school adolescents embedded with overwhelming complaints from parents, guardians and the community at large regarding adolescents involvement in drug abuse, defiance, suicide attempts, truancy, drop outs, teenage pregnancies, homo sexuality and other cases as such which ultimately and adversely affect their academic progress. The study objectives included identifying common psychological attributes that reflected adolescents behavior pattern, measuring the extent to which secondary school teachers engage in adolescents behavior adjustment, examining factors in education system that determine teachers engagement in adolescents behavior adjustment and analyzing factors that trigger behaviour maladjustments. This study was school based, including 36 (3 to 10 year- experienced) teachers and 12 adolescent students within 13-18 age groups making a total of 48 participants. Case study design was used in this investigation. Primary data was collected through interview, observation and open-ended questionnaire, while secondary data was collected through documentary review. Data presentation and analysis was done qualitatively and quantitatively. Key findings revealed that peer relationships, personal identity and bullying were the leading attributes among adolescents; school leadership styles, class size, teachers‟ motivation, existing education policy and community controls were the major determining factors for teachers engagement in their respective role and that behavior maladjustments were mostly triggered by environmental factors. Conclusions drawn from major findings were as follows; Environment is a major determining factor for individual's behavior; teachers engagement in adolescents behavior adjustment involves a blend of psychological, sociological, administrative and managerial measures; nature of teacher-student, teacher-parent, as well as school-community relationships are considerable in attaining morally-balanced adolescents; success or failure in teachers engagement goes parallel with success or failure in social, economic and political systems. The study recommends that further analysis and critical review of educational policies are required to safeguard adolescents‟ welfare in the face of social, economic and political changes that challenge moral values.
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    An assessment of English language academic performance in Tanzanian secondary schools: A comparative study of students from English and Kiswahili medium primary schools in Morogoro municipality
    (Mzumbe University, 2018) Vedasto, Viacel
    This study assessed the English language academic performance in secondaryschools comparing those students from EMPs and KMPs was conducted in Morogoro Municipality. It adopted a case study research design which focused in attaining qualitative data. Also, structured questionnaires and interviews were administrated to a sample of 60 participants comprising 4 Academic teachers, 8 English language teachers and 48 studentsfrom Form III and Form IV. The findings show that KMPs students have better performance in English subject than EMPs students. The average performance between the two groups (KMPs and EMPs) in all examinations‟ results from the year 2015 to 2018,have shown that KMPs students have a total average of 54.83% for good academic performance (A and B scores) as per this study. EMPs students own 37.65%. It is missed 7.52% to reach 100%. This missing percentage has been occupied by other students who scored C which was not categorized as high English subject performance by this study. Moreover, 75% of the teachers revealed that there are several challenges; including differences in students‟ ability to learn, poor students‟ classroom participation, shortage of teaching resources and lack of motivation. Finally, the participants gave some means on how to overcome the mentioned problems. These are emphasis on students to build a reading culture, teaching through participatory methods as well as provision of adequate funds for educational financing from the government. It is concluded that parents and guardians should provide actual support to enhance students‟ good academic performance in English language subject regardless of their primary schools‟ backgrounds. There should be a policy stating only one language to be used as the LOI and a subject in all levels of education. Likewise, further studies are recommended on assessing the factors contributing to poor performance of EMPs students in English subject at ordinary secondary schools.
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    Teachers’ strategies in addressing challenges of implementing competence-based curriculum: The case of selected public secondary schools in Morogoro municipality
    (Mzumbe university, 2019) Hipolite, John
    This study explored teachers’ strategies in addressing the challenges of implementing competence-based curriculum (CBC) in public secondary schools in Morogoro municipality. Specific objectives were: to explore teachers’ awareness on the challenges encountered in teaching CBC; to identify teachers’ strategies used in addressing challenges of implementing CBC; and to study teachers’ perception on how the strategies can be improved and scaled up for implementing CBC. The study was guided by constructivism theory. It employed a case study design and qualitative research approach. Data collection instruments were observation, interviews and focus group discussions. This study involved 36 participants. Both purposive and simple random sampling were used to select the respondents. Findings revealed that, teachers were aware of CBC challenges that included: overcrowded classes, unclear understanding of CBC, insufficient teaching and learning materials, and students’ readiness towards adopting learner-centered approach. Teachers’ strategies in addressing the challenges of implementing CBC included: the use of learner centered approach during classroom interaction, the use of problem-based learning, and the use of subject clubs towards self-learning among students. Regarding teachers’ perceptions on how the strategies can be improved and scaled out, results included: reviving teachers’ resource centers for exchanging ideas and developing their pedagogical skills in line with CBC and the introduction of motivational programmes towards appreciating teachers’ efforts on handling the challenges of CBC. The study concluded that there was average success on the strategies used in addressing the CBC challenges since teachers were able to employ various teaching innovations to handle the problem. It is therefore recommended that teachers as the core implementers of CBC should be creative in employing several possible measures of eliminating the challenges of CBC because teaching profession requires potentials and innovations too. Furthermore, the research suggests that education policy makers before placing any directives to teachers, there should be in service training to all subject teachers with no favour to other subjects and for any curriculum review there should be inclusion of teachers so as they can know what is on the ground and expose their teaching methodologies as CBC requires.