Browsing by Author "Lawrent, Godlove"

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    Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?
    (Elsevier, 2024-07) Basil, Pambas Tandika; Ndibalema, Placidius; Lawrent, Godlove; Gabrieli, Prosper; Mbepera, Joyce
    This study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to support their pupils to address school safety concerns.
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    Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?
    (Elsevier BV, 2024) Basil, Pambas Tandika; Ndibalema, Placidius; Lawrent, Godlove; Gabrieli, Prosper; Mbepera, Joyce
    This study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to support their pupils to address school safety concerns.
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    Educational changes and teacher identity in Tanzania: implications for industrial development
    (IGI Global, 2021) Lawrent, Godlove
    This chapter highlights the extent to which the Tanzanian secondary education expansion policy shaped teacher identity and thereby affecting the country's industrial economy. The study approach was ‘qualitative', and social ‘cognitive theory' was adopted. The participants' lived experiences were gathered through interviews and document analysis. Findings revealed that the objectives stated in the policy were inconsistent with the actual enactment of strategies in relation to the improvement of teaching career. This has resulted in eroding teacher identity, particularly teacher efficacy. Teachers of this category would not (the author argues) help students to develop their capabilities of crucial to fully engage in industrial development. This chapter, therefore, supports a view that taking into account the social positioning of teachers when educational policies are developed and enacted would enhance their level of professional standards. These teachers may prepare competent school graduates, and hence be able to realise the set country's industrial development goals.
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    The rationale of studying comparative education to students in Tanzanian educational institutions: Challenges and implications for the future
    (GRIN Verlag, 2012) Lawrent, Godlove
    This paper gives the critical justifications for studying comparative education to students in educational institutions in Tanzania. It also tries to trace back the short historical perspectives of the field of comparative education, challenges facing the field of comparative education in Tanzania and the implications of the field of comparative education for future improvement of the educational systems. The paper concludes that, the study of comparative education is very important for all Tanzanian students as it enables them become good educational policy makers, educational planners and educational analysts. This paper also insists that the study of comparative education is essential for adoption of policies useful for improving the education quality in the country. However this paper suggests that there is a need to make the study of comparative education as a compulsory discipline to all students from primary to tertiary level.
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    School heads’ post observation practices in Tanzania: feedback implications for teachers
    (Har Press Indonesia, 2022) Chaula, Linus; Lawrent, Godlove; Iramba, Iramba Freddie Warioba
    Clinical supervision is one of the best supervisory models that is user - friendly to school heads in supervising teachers’ professional practices. This paper examined teachers’ perception of school heads’ teaching and learning post - observation practices in improving teaching professional relations in public secondary schools in Tanzania. A mixed-methods and case research was conducted in Njombe Region, Tanzania. The study employed 122 respondents, whereby, 94 filled in the questionnaires and 28 participated in the semi - structured interviews and FGDs. The SPSS version 25 aided the analysis of quantitative data and qualitative data on the other hand were analysed through content analysis. The results show that 57.4% (n=70) of participants were male, of which 95.7% (n = 67) were teachers and 4.3% (n = 3) school heads. There were 42.6% (n = 52) of participants were female, of which 98.0% (n = 51) teachers and 2.0% (n = 1) school heads. There were 86.1% (n = 105) of participants with ages ranging from 25 and 50 years. Teachers positively perceived school heads’ post - observation practices (p < 0.05). However, unlike students, no statistical significant difference was observed in teachers’ working experiences regarding teachers' teaching profession relationships among themselves and school heads. It is concluded that school heads’ post - observation practices improve teachers’ professional relationships and could be practiced in supervising teachers in Tanzanian public secondary schools. Post - observation practices of school heads impart professional relationship skills to teachers. Teachers with professional relationship skills motivate students to participatory teaching and learning practice that contribute for an academic achievement.
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    Social climate and teacher professional development in Tanzania: The participant perspective
    (IGI Global, 2022) Lawrent, Godlove
    This article reports on the findings in relation to the implications of social climate for the professional development of teachers. The study was conducted in the context of the secondary education expansion plan in Tanzania which initiated the construction of new schools within communities. The main purpose of this study was to gain insights into how teachers’ interaction with diverse policy contexts shaped them to grow as teaching professionals. This study was qualitative in nature. Participants were 28 teachers from four community secondary schools. Data were collected by using individual and focus group interviews which were inductively analyzed. Findings identified specific social conditions within and beyond the school that impacted the development of teachers, and in turn, affected student learning achievement. The article suggests that improving the social climate enhances the sustainability of the teaching profession
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    Sources of teacher efficacy related attributes alongside bandura’s perspectives
    (SAGE, 2022) Lawrent, Godlove
    This article investigates how the secondary education expansion policy shapes the construction of teacher efficacy. Bandura’s self-efficacy theory underlies this article, and qualitative case study was the main approach. Around 12 and 16 teachers, respectively, participated in individual and group interviews. Findings indicate that the inadequate implementation of the policy affected the sources of teacher efficacy. The study identified that social persuasion is one of the most social self-efficacy contributors. It also pointed out factors which support a view of mastery experience as the most powerful source of self-efficacy, and the causes of teachers’ negative emotional states beyond school context.
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    Teacher ethics in the Tanzanian context and their implications
    (Elsevier, 2022) Lawrent, Godlove
    Evidence about how teachers' unethical practices shape and reshape their professional lives is scarcely available. This study employed a qualitative approach in order to gain insights into the extent to which the ethical scandals of teachers affect their profession. Document analysis was undertaken, and 18 respondents from one of the regions in the Southern Highlands of Tanzania were interviewed. Findings indicated that teachers’ misconduct compromised their social positioning in terms of their trust and respect, as well as their image of teaching. The article proposes strategies that can enhance the perceived professional well-being of teachers and areas for further investigation
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    Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools
    (Wilf Malcolm Institute of Educational Research, 2019) Lawrent, Godlove
    The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning.
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    Teachers' perspectives regarding the impacts of the secondary education expansion policy on students' self-regulatory learning experiences in Tanzania
    (Fort Lauderdale, 2018) Lawrent, Godlove
    Since 2004, the Tanzania secondary education sector has witnessed a significant increase in the number of new schools and enrolment rates. At the same time, academic results have indicated an increase in poor student performance. The assumption has been that the expansion policy brought about devastating consequences for student learning. The purpose of this study, therefore, was to investigate the perceptions of teachers in relation to the impacts of the government’s secondary education expansion policy on students, especially their self-regulatory learning. A qualitative case study approach was employed, and interviews were used as data gathering tools. Thirty respondents were purposively drawn from two highly and two poorly performing community secondary schools in Tanzania. Findings revealed that false policy promises in relation to school libraries, students’ housing and students’ learning spaces were obstacles to students in developing their self-regulatory learning habits. For the sake of fostering students’ self-regulatory learning, this paper recommends that it is the responsibility of the government, among other stakeholders, to address all issues pertaining to school infrastructure. The limitation of this study provides a chance to suggest areas which need further investigation. Keywords: Secondary Education, Self-Regulatory Learning, Expansion Policy, Case Study