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Classroom-based formative assessment mirroring 21stcentury skills: experiences from secondary school teachers in Dodoma, Tanzania
(AJOL, 2024) Rubeba, Asia Mbwebwe; Ali, Habibu Dadi
Rapid changes in science and technological advancement have made it necessary for teachers to align their pedagogical approaches and assessment activities to help the students master the required skills. However, there is limited proof from literatures suggesting teachers’ understanding and competence in fostering the 21st-century skills to their students. Against this rarity in knowledge, the present study examined whether teachers have the requisite understanding of the 21st-century skills and whether they are skilled in shaping teaching and assessment practices that inculcate students’ 21stcentury skills. Guided by a phenomenological research design, this study was accomplished through classroom observation and focus group discussions with 28 secondary school teachers who were purposively selected. Deductive Thematic Analysis of the generated data revealed that teachers had a limited understanding of the 21st-century skills and their objectives. It was also revealed that teachers’ formative assessment activities fall short of the 21stcentury skills. It was observed that the majority of teachers’ assessment activities reflect a phased-out content-based curriculum that perpetuates memorization of facts rather than problem-solving and critical thinking; the assessment activities adopted by teachers did not foster students’ mastery of the 21st-century skills. The study found that teachers were not well prepared to design assessments that foster mastery of the 21st-century skills. It is therefore recommended that regular training for in-service teachers should be conducted in order to enable them acquire up-to-date teaching and assessment skills as required by the changes introduced in the school curricula.
Developing school-based instructional supervision materials in enhancing school leaders’ supervision capacity for competence-based curriculum implementation in Zanzibar
(The University of Dodoma, 2021) Ali, Habibu Dadi
This study sought to enhance the School-Based Instructional Supervision Capacity of the school leaders for the implementation of Competence-Based Curriculum in Zanzibar. It was conducted in the West Urban Region, and particularly at the Urban and West B district schools in Zanzibar. The study was prompted by the massive empirical evidence from the literature suggesting that the implementation of the CBC in Tanzania remains problematic despite its operation for nearly fifteen years now. Findings from the preliminary investigation indicated that school leaders failed to guide teachers on competence-based instructional planning, competence-based instructional delivery in the classroom, and competence-based assessment. Thus, intervention research was deemed necessary to empower school leaders to enhance their School-Based Instructional Supervision Capacity. The study employed an embedded intervention design as its overall design. However, phenomenography design was used in the process of constructing the desired intervention materials, while a single-group quasi-experimental design was used to measure the effectiveness of the constructed intervention materials. The study was underpinned by a pragmatist research philosophy that called for the use of both mixed-methods research approach. The sample of the study involved 33 section leaders, 15 head teachers, 5 experts, and 118 teachers. The study employed interviews, questionnaires, observations, and document reviews to collect data. Data gathered through interviews and observations were thematically analyzed, while those gathered through documentary reviews were subjected to content analysis. The data gathered through questionnaires was analysed descriptively to develop the mean, standard deviation, and inferential statistics (i.e., paired sample t-test, and factor analysis). The findings of the study suggest that section leaders’ capacity to supervise the implementation of CBC improved significantly after the developed intervention. This was elucidated by the paired sample t-test mean difference of SLCS scores before and after the intervention as 18.36, with a p-value of <0.0001. Similarly, the mean difference of STCS scores before and after the intervention was 14.39, with a p-value of <0.0001. This means that there was a significantly higher capacity of teachers for implementing CBC after the intervention compared to before the intervention was executed to the section leaders. Based on the study findings, it is concluded that SB-ISMs have significant potential in improving section leaders’ capacity to supervise the implementation of CBC. The study recommends the adoption of the guidelines and orientation of school leaders on CBC supervision since they are the immediate supervisors of teachers.
Development and standardization of the scale for assessing school heads Instructional Supervisory Behavior (SHISB) in Tanzania secondary schools
(Nellore, 2017) Ali, Habibu Dadi
This article informs, empirically, the procedures for developing a validated scale for assessing the school heads instructional supervisory behavior. Based on a scrupulous literature review of the seminal works and models of instructional supervision, 14- valid items were grouped into four major dimensions and validated with the aid of Exploratory Factor Analysis (EFA). The reliability of the scale was determined by estimating reliability coefficient on a sample of 53 secondary school teachers who assessed their school heads. Both Cronbach’s Alpha and Composite Reliability Coefficient were estimated to determine the reliability coefficient. The estimated reliability coefficients were 0.85 and 0.93 respectively. These coefficients were adequate for the scale. Besides, face validity was established by integrating the experts’ and other practitioners’ comments on the language ambiguity, vagueness and subjectivity. Further, content validity was established by evaluating the relevance of the items in relation to the concepts of different dimensions and the actual subject matter. Importantly, the construct validity in terms of convergent validity was also established. Eventually, the fitness of the school heads instructional supervisory behavior model was tested by using Confirmatory Factor Analysis (EFA) with Structural Equation Modeling and confirmed that the school heads’ instructional supervisory behavior scale can be used in Tanzania school context.
The roles of school heads in supporting novice teachers at the public secondary schools in Zanzibar, Tanzania
(Open Access Publishing Group, 2017) Ali, Habibu Dadi
This article informs about the administrative support of schools heads to the novice teachers at the Public secondary schools in Zanzibar, particularly Pemba. The study draws an urgent need of effective school heads who can provide suitable administrative support to the novice teachers. The study employed a phenomenological research design embedded within a qualitative research approach to generate data from thirty six (36) novice teachers. Data were generated through FGDs with nine school heads and semi – structured interview with twenty seven novice teachers. The study unveiled that, major roles played by heads of schools in supporting novice teachers were the use of advisory committee in advising the novice teachers, provision of work facilities, assisting teacher to address their work related problems and attaching novice teachers to the panel leaders. Despite of the role played by heads of schools in supporting novice teachers, novice teachers faced several challenges such coping with educational reforms, teaching methodology, classroom management, workload, commitment, relationship with colleagues at work, relationship with students’ parents, students poor background, insufficient resources, students low motivation, the gap between theory and the actual practice, low salary and work under the pressure from the Ministry of Education. Following these findings, the study concludes that the novice teachers in Zanzibar do not get enough administrative support to address the myriad challenges they face in their transition from teacher colleges and universities to the teaching job. It follows from this conclusion that deliberate efforts are needed to help the novice teachers to bring effective teaching.
A suggestive framework towards developing materials for effective implementation of CBC : experience of the school administrators
(Ravenshaw University, 2015) Ali, Habibu Dadi
This paper reports the findings of a preliminary study on the school administrators’ perspectives towards a suggestive framework for developing School-based Instructional Supervision (SBIS) material for an effective implementation of Competence-Based Curriculum (CBC). The study employed a phenomenological design entrenched within the qualitative approach. Data were generated through Focus Group Discussions with 30 public secondary school administrators in Urban West Region, Zanzibar. The study unveiled that at least school administrators have a theoretical understanding of SBIS. However, the lack of practical understanding of SBIS together with CBC and ambiguity in understanding the different dimensions of SBIS along with the principles underpinning CBC were the hard spots of adapting SBIS for the effective implementation of CBC. Furthermore, administrators claimed to have a knowledge base and practical skills on SBIS to supervise the implementation of CBC effectively. Besides, on job training programme with the principles of participatory action research was suggested as a framework. One of the significant aspects of this investigation was the different components to be included in the SBIS training material. These include the ways of supervising instructional material, ways of detecting hard spots of pedagogical issues towards implementing the CBC, and the classroom management techniques. Eventually, the sustainability of the SBIS was demanded through a continuous in service training programme to the school administrators (head teachers, section leaders and panel leaders) as first line school inspectors.
The contribution of school quality assurance for the improvement of instructional practices in secondary schools in Zanzibar
(AJOL, 2024) Kassim, Khadija Said; Matete, Rose Ephraim; Mwinjuma, Juma Saidi; Ali, Habibu Dadi
The study investigated the contribution of school quality assurance in the improvement of instructional practices in secondary schools in Zanzibar. While employing a convergent parallel design, the study involved 167 teachers, 12 Heads of Secondary Schools, 11 External School Quality Assurers, 2 District Education Officers, and the Regional Education Officer, totalling 193 participants. Data were collected through interviews, documentary reviews, and questionnaires. Data were analysed through pie charts and content analysis. The results indicate that although ESQA plays a significant role in improving instructional practices in secondary schools, it was found that the respective authorities did not work on the ESQA reports and recommendations. The results also indicate that ESQ assurers had inadequate knowledge and technical competency in instructional supervision. It was again found that ESQ assurers used unfriendly language to the Heads of Schools (HoSs) and teachers. The results indicate that the ESQ assurers were few and the budget for ESQA was insufficient to enable them to perform their work efficiently and effectively. It is concluded that ESQA plays a significant role in the improvement of the quality of education and thus the ESQA Department needs to be strengthened by providing financial resources and relevant training programs to the ESQ assurers for effective monitoring of the quality of education provision in the country. The owners of the schoos and responsible authories need to take immediate actions upon receiving ESQA reports to achieve the desired impact in secondary schools.

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