Browsing by Author "Shukia, Richard"

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    Are primary school teachers in Tanzania suitable for the teaching profession? Evidences from teachers’ survey
    (The University of Dodoma, 2019) Dassan, Fidel; Shukia, Richard
    The purpose of this paper was to assess the professional suitability of primary school teachers for the teaching profession. The study employed a random sample of 365 primary school teachers from 67 primary schools in four selected regions. Data were collected using the Self-Directed Search scale (SDS), the Teacher Professional Suitability Assessment Scale (TPSAS), and the Teacher Classroom Observation Protocol (TCOP). The findings revealed that the dominant personality types among teachers were Social, followed by Enterprising and Artistic. Likewise, the findings showed very weak negative but significant correlations between artistic and social personality types, respectively, and teachers‟ professional suitability when professional suitability was measured by TPSAS; implying that the more teachers were suitable for the teaching profession, the less they scored in the Artistic and Social personality types. The findings also revealed that there were almost no correlations between personality types and teachers‟ professional suitability when professional suitability was measured by TCOP. Moreover, the findings revealed that most primary school teachers were suitable for the teaching profession. As a way of recruiting teachers who are most suitable for the teaching profession, the study recommends, among others, a need to assess the teaching profession suitability of all applicants who are aspiring to become teachers before allowing them to join the teaching profession.
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    The role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania
    (Longbridge Publishing Company Limited, 2022) Edward, Geraldina; Ndijuye, Laurent Gabriel; Shukia, Richard
    This study explored the role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania. Specifically, it compared rural public high performing schools and low performing schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data were collected through questionnaire-based-interview, semi-structured interview, focus group discussion, and tests administration methods. An independent sample t-test and thematic analyses were employed. Results indicated that there was no statistically significant difference in involvements between parents from high performing schools (M= 33.39, SD = 9.79), and those from low performing schools (M= 31.74, SD = 9.93); t (152) = 1.040, p >.05 in learning activities. This implies that parental involvements in learning activities were less associated with children’s acquisition of Kiswahili pre-reading skills. Findings from interviews and FGDs revealed that parental involvements were hindered by lack of parents’ knowledge about pre-primary education, limited parental support, and effects of home learning environment. To maximize children’s pre-reading skills, the study recommends that parents should be informed about their involvement in learning activities