Browsing by Author "Mwinjuma, Juma Saidi"

Now showing 1 - 8 of 8
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    Exploring perceptions of parents on head teachers’ financial management skills in public primary schools in Tanzania
    (Conscientia Beam, 2012) Mwinjuma, Juma Saidi; Baki, Roselan Bin
    The purpose of this study was to examine the observations of parents on head teachers’ financial management skills in public primary schools in Tanzania. The study was guided by three research questions and used qualitative method, with a case study as a strategy. Interviews were used to collected data about head teachers’ management of financial resources in public primary schools in Tanzania. Findings from the interviews revealed that head teachers are insufficiency of significant financial management skills. Both participants demonstrated that the current disbursement procedure is necessary for school effectiveness. However, findings also revealed uncertainty and sustainability of the funding mechanisms given the current environment of financing primary education. The findings of this study are important for policy makers.
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    The heads of schools perceptions and experiences about parental involvement on students’ academic performance in community secondary schools in Tanzania
    (The University of Dodoma, 2019) Gama, Lucas; Mwinjuma, Juma Saidi
    The purpose of this study was to explore the perceptions and experiences about the influence parental involvement on students’ academic performance among community secondary school head of schools in community schools. Five participants were selected from different community secondary schools based on sex, age, marital status, level of educational attainment, professional experience and experience of working in current schools. Data was collected using in-depth interviews with Heads of School (HS) of community secondary schools. The data analysis process was done qualitatively using thematic unit where by interviews were recorded, transcribed, read word by word repeatedly so as to realize similar ideas for the formation of various themes. The findings revealed that HS perceived apparent parents’ negative perceptions towards schools academic related activities of their children. Basing on HS experiences, poor and negative perceptions resulted from poor students’ academic performance. Another significant finding revealed that parents’ educational background was perceived as one of the factors for parents’ minimal participation of the education of their children. The HS, further, perceived the marginal participation of parents as simply a result of irresponsibility of towards school academic activities of their children. The HS had a belief that parental involvement greatly influences the academic performance of students in community secondary schools. The HS were in view that if parents would strongly give cooperation and effectively make follow up of their children school academic progress, the students’ academic performance in community secondary schools would have raised significantly. Basing on findings, the study concludes by demonstrating a significant positive relationship between parents’ participation and academic performance of students in community schools.
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    Meaning and experiences in managing primary education development programme school funds among public primary schools head teachers in Tanzania
    (Human Resource Management Academic Research Society (HRMARS), 2016) Mwinjuma, Juma Saidi; Kadir, Suhaida Abdul; Hamzah, Azimi; Basri, Ramli
    The main purpose of the study was to understand the meaning and experiences of primary schools head teachers in managing Primary Education Development Programme (PEDP) funds. Data was collected using semi-structured interviews with head teachers at public primary schools. Seven informants were selected from a number of schools based on educational attainment and experience serving as a head teacher. Interviews were recorded, transcribed verbatim and analysed systematically. Direct school funding has only offered limited solutions to resources acquisition in schools due to availability of insufficient funds in schools. Secondly, schools do not have full autonomy to use the allocated funds to fulfil locally determined school requirements. Thirdly, at school levels there is a state of confusion between participatory decision making and the issue of taking responsibilities. Fourthly, there is a need and urgency to build their capacities through continuous trainings. Based on these conclusions, the study recommends for systemic approach to understanding allocation of PEDP funds in order to improve quality of education in public primary schools in Tanzania. Finally, for head teachers and other stakeholders to act and facilitate effective implementation of educational programmes such as PEDP, there is a need and urgency to build their capacities to competently manage these educational programmes.
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    Perceptions towards the indisciplined students in public secondary schools: A case of Kinondoni municipality in Tanzania
    (The University of Dodoma, 2019) Massiru, Francis Nyika; Mwinjuma, Juma Saidi
    The purpose of this study was to investigate insights of teachers towards indisciplined students and the academic performance of students. The study employed phenomenological research design to collect and analyse data. Semi-structured interviews were conducted with three categories of respondents: heads of schools, discipline masters and teachers of public secondary schools. Twelve informants were purposively selected from a number of schools. The findings of the study revealed teachers’ aversion towards indisciplined students. The study, further, showed that teachers choose to deal indisciplined students in order to improve their academic achievements. In the same vein, the study revealed that lack of parental cooperation predominantly contributed to indiscipline behaviour of students in secondary schools. The findings of this study led to draw the following conclusions: indisciplined students were left in the hands of teachers and school management committees while other stakeholders like parents and the community at large were taking minimal trouble in managing students’ discipline at schools. When dealing with indiscipline students, teachers take the role of guardians, parents and counsellors so as to facilitate effective discipline management in respective schools. The study recommends for the need and urgency for stakeholders to take collaborative efforts on discipline management strategies in public secondary school so as to improve students’ academic performance.
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    Phenomenological study of meanings and experiences in managing school funds among public school head teachers
    (The UPM Press, 2016) Mwinjuma, Juma Saidi; Kadir, Suhaida Abdul; Hamzah, Azimi; Basri, Ramli
    This study explored the meanings and experiences that head teachers construed in managing school funds in public primary schools in Tanzania. Descriptive phenomenology was employed to directly explore, analyze and describe head teachers insights about the phenomenon. Seven head teachers were purposively selected based on inclusive criteria of education and years of serving in the headship post. In-depth interview, informal observation and documentary review were used to gather the data. Through descriptive phenomenological analysis bureaucratic procedure, insufficiency and inconsistency of funding and deferred disbursement emerged as themes that reflected head teachers meanings and experiences in managing school fund. Drawing from the findings, this research provides a conclusion and recommendation that would help address issues of practices. Thus, understanding head teachers’ insights are essential for effective resources allocations to schools.
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    A review of characteristics and experiences of decentralization of education
    (Australian International Academic Centre PTY. LTD, 2015) Mwinjuma, Juma Saidi; Abd. Kadir, Suhaida bte; Hamzah, Azimi; Basri, Ramli
    This paper scrutinizes decentralization of education with reference to some countries around the world. We consider discussion on decentralization to be complex, critical and broad question in the contemporary education planning, administration and politics of education reforms. Even though the debate on and implementation of decentralization education can result from differences in ideological and philosophical backgrounds (McGinn & Welsh, 1999), in this scrutiny we begin by theorizing the concept, provides dimensions and goals of decentralization and demonstrate how decentralization has been implemented in some countries. Finally, conclusion is assumed in this debate as a summary and a conduit to further discussion and investigation of educational decentralization.
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    Shocks and aftershocks of corporal punishment: the lived experience of a secondary school student
    (Contemporary Research Center CRC Publications, 2018) Mwinjuma, Juma Saidi
    This study was undertaken to reveal the lived experiences of a secondary school student who was corporally assaulted to describe detrimental consequences of corporal punishment in schools. A qualitative design informed by descriptive phenomenological inquiry was employed in order to allow the informant tell her experiences of corporal punishment. Face-to face in-depth interviews with the respondent were conducted in her parents’ home for the respondent to freely recollect her experiences. The findings suggest that the student was traumatized emotionally, physically and socially as a result of injurious corporal punishment. These shocking events were discussed in the light of previous literature. Based on the findings, the paper concludes by challenging enactment of policies that sustained prevalence of corporal punishment in schools and suggests to do away with policies that make the use of corporal punishment flourish in schools.
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    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.