Browsing by Author "Swai, Calvin Zakaria"

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    Data on pre-service teachers’ experience of project activities based on the teacher education support project in Tanzania
    (Elsevier, 2022) Nkaizirwa, Josephat Paul; Swai, Calvin Zakaria; Hugo, Alfred Kisuda; Mahenge, Cosmas Anyelwisye; Komba, Philbert Sixbert
    Supporting teacher education in Tanzania has long been a common practice implemented by both local institutions and development partners. Despite a huge investment that has been dedicated to improve teacher education in Tanzania, a lot remains unclear on how direct beneficiaries perceive their engagement with the project activities including the mile- stones achieved by the implemented projects in teacher col- leges (TCs). This article presents data on the experience of pre-service teachers ( N = 2,772) participating in the Teacher Education Support Project (TESP), a project collaboratively implemented by the Governments of Tanzania and Canada. In this cross-sectional survey, data was collected from all the 35 public TCs in the Tanzania Mainland from May to August 2021. Exploratory factor analysis was conducted coupled with Monte-Carlo parallel analysis to examine the factor struc- ture of the questionnaire alongside the descriptive analysis of pre-service teachers’ responses. The data covers four di- mensions of the project services delivered to TCs, including library facilities, teaching and learning materials, science and ICT support as well as teaching and learning methods em- ployed by tutors following TESP intervention. Broadly, useful insights that enlighten the progress made by the TESP so far are presented to stimulate the debate on how to successfully implement a development project geared towards strength- ening teacher education in Tanzania and elsewhere. The pre- sented data provides opportunity for educational researchers, teacher educators, policymakers, and curriculum developers to rethink on the key areas that need immediate attention to enhance the important work of preparing teachers in TCs in Tanzania and possibly beyond.
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    Strengthening teacher education in Tanzania: student-teachers’ and tutors’ satisfaction with college facilities and environment
    (Taylor and Francis, 2022) Komba, S.; Mahenge, A.; Anyelwisye, C.; Hugo, Kisuda; Nkaizirwa, Josephat Paul; Swai, Calvin Zakaria
    Assessing customers’ satisfaction with service quality has been a common practice that allows leaders and managers to improve service delivery to the customers in business studies. In education, the measurement of student satisfaction has received popularity and so does the satisfaction of teaching staff. Studies examining student teachers’ and tutors’ satisfaction with service quality particularly in teacher education are scant. The aims of this study are threefold: to determine the level of support that the Teacher Education Support Project (TESP) provides to strengthen teacher education in Tanzania; to explore the student teachers’ and tutors’ perceptions and satisfaction with the facilities and overall college environment in public TCs and to determine the factors explaining student teachers’ and tutors’ satisfaction with service quality. A survey study involving 2772 student teachers and 302 tutors from all 35 public TCs was conducted in the Tanzania Mainland. The study findings revealed that the TESP has provided significant support of textual and non-textual facilities and learning materials in all public TCs. Besides, student teachers’ satisfaction is most strongly predicted by in-class teaching aids and practical materials albeit other factors such as library and ICT facilities had a considerable prediction. Whereas tutors’ teaching strategies made a significant contribution in regression analysis to explain student teachers’ satisfaction Tutors’ satisfaction was most strongly explained by ICT-supported teaching environments followed up by teaching aids and science facilities. The study concludes by proposing that the measurement of student teachers’ and tutors’ satisfaction be approached and improved separately. Implications for these findings are discussed.
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    Strengthening teacher education in Tanzania: student-teachers’ and tutors’ satisfaction with College facilities and environment
    (Tylor and Frances, 2022) Swai, Calvin Zakaria; Nkaizirwa, Josephat Paul; Hugo, Alfred Kisuda; Mahenge, Cosmas Anyelwisye; Komba, Philbert Sixbert
    Assessing customers’ satisfaction with service quality has been a common practice that allows leaders and managers to improve service delivery to the customers in business studies. In education, the measurement of student satisfaction has received popularity and so does the satisfaction of teaching staff. Studies examining student teachers’ and tutors’ satisfaction with service quality particularly in teacher education are scant. The aims of this study are threefold: to determine the level of support that the Teacher Education Support Project (TESP) provides to strengthen teacher education in Tanzania; to explore the student teachers’ and tutors’ perceptions and satisfaction with the facilities and overall college environment in public TCs and to determine the factors explaining student teachers’ and tutors’ satisfaction with service quality. A survey study involving 2772 student teachers and 302 tutors from all 35 public TCs was conducted in the Tanzania Mainland. The study findings revealed that the TESP has provided significant support of textual and non-textual facilities and learning materials in all public TCs. Besides, student teachers’ satisfaction is most strongly predicted by in-class teaching aids and practical materials albeit other factors such as library and ICT facilities had a considerable prediction. Whereas tutors’ teaching strategies made a significant contribution in regression analysis to explain student teachers’ satisfaction Tutors’ satisfaction was most strongly explained by ICT-supported teaching environments followed up by teaching aids and science facilities. The study concludes by proposing that the measurement of student teachers’ and tutors’ satisfaction be approached and improved separately. Implications for these findings are discussed
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    Teacher-led professional learning in Tanzania: perspectives of mathematics teacher leaders
    (Mercy College, 2018) Swai, Calvin Zakaria; Glanfield, Florence
    This paper explores the perspectives of mathematics teacher leaders (MTLs) on teacher-led professional learning (TLPL). Shaped by notions of symbolic interactionism, the study employed a multisite case study design. Empirical data were collected through in-depth interviews. The study revealed the practice of TLPL influential in facilitating teacher participation and engagement in learning; encouraging long-term teacher collaboration and interaction; inviting integration of teaching experiences; inviting contextualization of professional learning; and more importantly, in promoting sustainability of professional learning of mathematics teachers. A significant implication of this study is that the education system of Tanzania needs to encourage and empower mathematics teachers to become teacher leaders for them to be able to lead and support the professional learning of mathematics teachers within their schools.