Journal Articles

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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.
Prospects and challenges at the Open University of Tanzania: Experience from the field
(The Open University of Tanzania, 2012) Bitegeko, Raymond Mutasingwa; Swai, Elinami
While effective and balanced teaching and support systems have been pointed as among the contributors to the success at Open and Distance Learning (ODL) institutions and necessary conditions for learners‟ retention at ODL, practitioners at the Open University of Tanzania seem to ignore this balance. As we are celebrating the 20 years of Open University of Tanzania existence, there is a need to stop and assess how we are faring on. This paper presents the finding of the opportunities of ODL and challenges facing distance learners at the Open University of Tanzania based in Kagera Region. These opportunities, challenges and some suggestions to rectify the situation are brought to view as eye-openers for the OUT to gain insights and move forward while making informed decisions on how to capture the opportunities while minimizing the challenges that its students face as they pursue their course of studies.
The impact of teacher-pupil ratio on teaching-learning process in primary Schools: experiences from Tanzania
(Conscientia Beam, 2013) Kambuga, Yusuph
The purpose of this paper was to examine teaching-learning process in primary schools in Tanzania within the context of the impact of teacher- pupil ratio on the teaching- learning process with reference to two selected administrative districts in Dar es Salaam region, which are Temeke and Kinondoni, to represent the entire country. Tanzania has made a significant effort to improve the educational system through the Primary Educational Development Plan (PEDP). The government launched the Primary Educational Development Plan (PEDP) in 2002. This reform aims to show Tanzania’s commitment towards the global education for all targets expressed by the international community in Jomtien 1990 and Dakar 2000. The main priority of Primary Educational Development Plan (PEDP) is to increase an overall enrolment of girls and boys. The country has been awarded and recognized for the attainment of the millennium development goals before the time frame of 2015. This incredible job on universal primary education enrolment has been due to the eradication of school fees for primary education. In 2001, primary school enrolment expanded to 95%. This reform has brought about a substantial increase in enrolment which in turn brings one important question to the fore. What are the effects of hasty enrolment on the teaching-learning of pupils in primary school?
A search on whether education is a priority in the life spheres among the marginalized community in Dodoma municipality: A link to their wellbeing
(Taylor & Francis, 2013) Mwenda, Noel; Mwenda, Michael I.
This study investigated whether education is a priority in the life spheres among the marginalized in the selected wards in Dodoma Municipality. The study employed a case study design, where Makole and Tambukareli wards were selected. The study used descriptive and content analysis. The households of the marginalized people were purposefully selected. The study used Questionnaire with both open and closed questions among the marginalised who composed a sample of (N=100). Data were later coded down and were analysed by a computer programme SPSS version 16. Spearman's correlation was employed (p ≤0.01) is significance also Chi-square test was used where (p ≤0.05) is significance. The result indicates that, 41% of the marginalized community chose education career as a first priority in the life spheres, followed by 28% who chose agriculture as a priority as well as 26% of whom chose business career as a first choice. In the other hand Life career has been chosen last with 6 %. Those who chose education as a priority posits that education is the backbone; it is the light, as well as a tool to help us to be creative in life and particularly in agriculture. Majority of the marginalized community who composed of 16.0% defined education as a tool to remove ignorance, furthermore, 15.2% of them maintained that education is key and foundation of life, while 12.8% of the marginalized stated that education is how we live. The study implies that government and policy makers should be aware that the marginalized community understands that education is a priority among life spheres and it should be taken seriously that schools should be built with enough practical rooms, materials, well paid teachers, well formulated curriculum for sustainable livelihood outcomes.
Exploring classroom teachers' awareness of pupils with learning disabilities: focusing on public primary schools in Tanzania
(IISTE, 2013) Kafonogo, Focas M.; Bali, Theodora A.L.
This study explored the presence of pupils with learning disabilities in regular primary schools and whether or not the classroom teachers were aware of their presence. Data were collected using questionnaires, classroom observation guide, interview schedules, and documentary review checklist. Based on exploratory research design, the study was guided by the Activity theory. A sample of 200 participants was drawn out of 11,304 eligible persons (100 pupils out of 10,000 eligible children and 100 teachers out of 1304 in public schools). The collected data were analyzed thematically. The descriptive statistics used included frequencies, means, charts, and tables. Indeed, 15% of pupils in regular schools have learning disabilities even though few teachers were aware of their presence and how to provide appropriate instruction for their learning. This is higher than 10-12% portrayed in the existing literature. Keywords: special needs education, learning disabilities, learning difficulties, disabilities, impairment, and inclusive education.
School committees in the context of preparing and implementing whole school development planning
(CARI, 2013) Nemes, Joyce
This paper focuses on the involvement of school committees in the preparation and implementation of Whole School Development Planning (WSDP). The data employed is based on a cross-sectional survey was conducted between October and November, 2006 in 16 public primary schools in Tabora Municipality, Tanzania. In all, 60 respondents made up of one Municipal Education Officer (MEO), 16 head teachers, 13 school committee chairpersons and 30 statutory members of the school committees were selected to participate in the study using both purposive and random sampling procedures. Interviews, questionnaire and documentary reviews were deployed to collect the requisite data. The findings of the study reveal that the majority of public primary schools under study had functional WSDPs. The implication is that the aspiration of the Primary Education Development Programme Phase One (PEDP I, 2002-2006) to provide training to school committees on WSDPs was—to a large extent—on the right track. Moreover, the study established that school committees were mostly involved in the preparation, implementation monitoring and evaluation of WSDPs. However, there is a need for the Ministry of Education and Vocational Training (MoEVT) to provide intensive on-going training that include initial induction programme and on-going WSDP preparation and implementation support to equip the key players with knowledge and skills, especially in rural-based primary schools and those unable to properly prepare WSDPS in a bid to enhance efficiency and achieve optimum returns from the WSDPs.
Perceptions about bullying behaviour in secondary schools in Tanzania: The case of Dodoma municipality
(Contemporary Research Center, 2013) Ndibalema, Placidius
This paper presents the findings on bullying behaviours among secondary school students in Tanzania. The purpose of this study was to explore the perceptions of teachers and students about bullying behaviours among secondary schools in Tanzania. More specifically, the study explored the elements of bullying, characteristics of bullies, factors and consequences of bullying behaviors among secondary school students as perceived by both teachers and students. Both qualitative and quantitative approaches were used throughout the study, in which a cross-sectional survey design was adopted. The study gathered data from 120 informants, where 100 teachers who were obtained through random sampling participated in the study. Purposive sampling was used to identify discipline teachers and students who participated in the interview. It was found that physical bullying was perceived to be the dominant element of bullying. Boys were highly preferred to be bullies than girls. Also, watching violent films was the dominant factor for bullying and poor academic performance was mostly preferred as the impact of bullyings. The study recommends a collective collaboration among all educational stakeholders to combat the problem
Enabling conditions enhancing performance among head-teachers with limited leadership training in Tanzania
(IJMRA, 2013) Nemes, Joyce
This paper is a result of a pilot study which was conducted in ten government-run primary schools of Dodoma Municipality, Tanzania, between October 2009 and November 2009. The study was aimed at identifying the enabling conditions that help to enhance performance among head-teachers despite their having limited leadership training. Purposive sampling was used to select ten head-teachers and cluster sampling to select government primary schools. Data were obtained through the use of interviews and questionnaires. The study findings confirm that all head-teachers interviewed had limited leadership training in school management and administration but are in charge of primary schools belonging to different categories, ranging from best, medium, to poor performing schools. The study also established that there is more to school leadership than mere possession of academic and professional credentials. Nevertheless, the study recommends that qualifications in school management and leadership should continue being used as a yardstick in the appointments of head-teachers because of the added value and edge such training empowers competent teachers with in enhancing school management and education quality. In cases where competent teachers are appointed without such basic qualifications in-service training must be offered to equip them with requisite school management and leadership skills. Head-teachers, on their part, are advised to take personal initiative to ensure that they have the necessary qualifications to manage primary schools more effectively and efficiently.
School committee involvement in day-to-day public primary school affairs in Tanzania
(DIVA Enterprises Pvt. Ltd., 2013) Nemes, Joyce
This study examined the involvement of school committees in overseeing day-to-day school affairs. The qualitative study conducted in 16 public primary schools in Tanzania‘s Tabora Municipality used interviews, questionnaires and documentary review to get the necessary data from 60 respondents. It established that school committees operated on ad hoc, agenda-driven basis. The operational problems they faced included high transport and materials costs, lack of incentives and conflicts with village councils over school funds. Also, the school capitation and investment grants were inadequate. The study, therefore, recommends capacity-building for school committees to enhance their performance in overseeing day-to-day school affairs.
The perceptions of teachers, parents and students on the effects of Mobile phone use on student learning in Tanzania
(IISTE, 2013) Kihwele, Jimmy E.; Bali, Theodara A. L.
The use of mobile phones enables learners to interact with vast resource materials to facilitate learning. Yet in Tanzania, mobile phones are strictly prohibited in many schools. This study examined parents’, teachers’ and students’ perceptions of the effects of students’ access to mobile phones on students learning performance. It was conducted in four selected secondary schools in Dodoma municipality. Both qualitative and quantitative research methods were employed as data were collected from 280 respondents through questionnaire, interview schedule and documentary review. Cross-tabulation and Chi-square tests were among data analysis techniques employed in the understanding of different perceptions of respondents. The findings show that, parents and teachers agree that students with mobile phones perform poorly and misbehave more often than students without mobile phones. Also, in order to have value-based control system for appropriate use of mobile phones, providing proper education on mobile phone use and re-introducing censorship board to control the quality of contents on websites are recommended.
Public primary school heads appointment quagmire in Tanzania
(Inderscience Publishers, 2013) Nemes, Joyce
The study sought to understand the factors that lead educational authorities in Tanzania to appoint unqualified school teachers to head public primary schools. The findings presented in this paper are based on a cross sectional survey conducted between December 2009 and April 2010 in Morogoro, Lindi and Tabora, three of 30 Tanzania's regions (provinces). Interviews conducted with nine DEOs and 77 head teachers generated the qualitative data used in this report. The study findings reveal that there was inadequate numbers of qualified head teachers in the public schools of the regions under review. The District Education Officers (DEOs) charged with the responsibility of identifying these heads were looking for the right persons with right credentials to manage primary schools as the management of primary schools is a complex process involving keeping and handling of confidential information, examination and financial management. Generally, the Certificate in Education, experience in teaching, gender, school location were some of the key requirements for one to make headship in Tanzania. However, on the basis of problems identified with getting the right person, the study recommends effective utilisation of Teachers Resources Centres (TRCs), short courses and in-service training as some of the strategies that could help to improve the skills and knowledge of the public primary school head teachers for effective and efficient management of primary schools to evolve on a wider scale.
Assessing the effects of corporal punishment on primary school pupils’ academic performance and discipline in Unguja, Zanzibar
(Elsevier, 2013) Hassan, Amour Haji; Bali, Theodora A.L.
This study examined the effects of corporal punishment (CP) in Zanzibar primary schools. It identified, discussed and analyzed data on various effects of CP on disciplining and academic performance of primary school pupils obtained from 125 study participants. Using a comparative case study design, the study focused on four primary schools- two randomly selected and two purposely selected pilot schools under alternative means to discipline in Southern Region of Unguja. Data were collected using questionnaire as the main instrument of data collection, coupled with interviews, documentary review and observation. Data were analyzed using t- test (2- tailed) to compare the two pilot schools under alternative means to discipline and the other two schools that were not under the project. Overall results indicated that CP was poorly managed in schools not under alternative means to discipline project and that there is community including teachers and parents awareness on alternative means to discipline pupils. The study also recommended teacher training on alternative techniques to discipline pupils in primary schools in Zanzibar and Tanzania in general.
Analyzing gender difference in leadership styles and behaviour of heads of schools in Tanzania
(IISTE, 2014) Dady, Ntide P.; Bali, Theodora A. L.
This study made a comparative analysis of leadership styles and behavior of male and female heads of primary schools in Kasulu District, Tanzania. One hundred and ninety participants were sampled purposively and randomly from 22 public primary schools. A multi-method data collection strategy including interviews, questionnaire and documentary analysis, was deployed. The data collected were analyzed qualitatively and quantitatively. The descriptive statistics used included frequency tables, charts, mean scores, and t-test. Overall, results revealed that, participative, democratic, team management and authoritative leadership styles were deployed by both male and female heads of schools in running primary schools. Similarities and differences were observed in terms of frequency and manner in which those leadership styles were used by male and female school heads. Moreover, both male and female heads of schools were found with the same amount of task-oriented leadership behavior. However, female heads of schools showed more task-oriented leadership behavior than male heads. The study thus recommends addressing the situation of gender imbalance in schools' leadership so as to utilize the revealed leadership talents and skills of female heads of schools as it has been done for male school heads.
The ICM approach as a way for improving leaning science subjects in High Schools in Tanzania
(KHALSA Publications, 2014) William, Francis; O-Saki, Kalafunja M.; Mselle, Leonard J.; Gabriel, Prosper
This paper focuses on the design and trial of the Integrated Chemistry Modules (ICM). The objective was to design the approach, thereafter try it out. Observations show that teachers and students appreciated the approach. A very significant improvement in performance in post-test in the first trial group (t (37) = 21, p < 0.001) was observed. Similarly A very significant improvement in performance in post-test in the second trial group (t (26) = 33, p < 0.001) was observed. It is concluded that video materials, classroom experiments and worksheets can assist students attain required competencies.
Teachers’ attitudes towards the use of Information Communication Technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The case of Kondoa district
(Contemporary Research Center, 2014) Ndibalema, Placidius
This paper presents the findings on teachers’ attitudes towards the use of ICT as a pedagogical tool in secondary schools in Tanzania. Within this broad aim, the paper provides a better understanding of ICT as a pedagogical tool. The development of this study was influenced by various concerns of educational stakeholders about the level of teachers’ competence on the use of ICT as a pedagogical tool. The data collection methods involved questionnaire and interview. A total of 80 teachers, through random sampling in10 schools were involved in this study at the first phase of data collection and 10 teachers were obtained through purposive sampling from 2schoolsat the second phase. It was found that teachers have positive attitudes towards the use of ICT as a pedagogical tool but they did not integrate it in their teaching effectively. Also, low familiarity with ICT use as a pedagogical tool among teachers was found to be a problem. The use of ICT as a pedagogical tool in Tanzania seems to be a critical situation among teachers. The paper recommends further in-depth investigation on teachers’ willingness, confidence, motivation, feeling, thinking, belief and the actual practices through classroom observations including larger samples. On the whole, the study’s findings are seen to be of particular relevance to both teachers and the educational policy-makers in Tanzania.
Code-switching or lexical borrowing: Numerals in Chasu language of rural Tanzania
(LAR Center Press, 2014) Sebonde, Rafiki Yohana
This paper addresses the complexity in distinguishing the forms of code-switching, particularly single lexeme switches, from lexical borrowing through an analysis of the numerical system in Chasu language of Same District in Kilimanjaro Tanzania. The study of language contact in this context was conducted in a multilingual rural community wherein three languages co-exist; that is Chasu the host language, English and Swahili the donor languages. Borrowed and code-switched items are all features of bilingualism which appear to be identical in their initial stage, but with different endings. Despite these distinguishing criteria, it has been difficult to ascertain whether certain forms especially single lexemes from Swahili to Chasu can either be classified as code-switched or lexical borrowings.
The water and sanitation (WASH) drive in Tanzania: opportunities and challenges head teachers face in rural-based schools
(Contemporary Research Center (CRC Publications), 2014) Nemes, Joyce
This paper is based on a study carried out in three rural-based primary schools in Dodoma, central Tanzania to investigate opportunities and challenges head teachers face during the implementation of school Water and Sanitation Hygiene (WASH) programme. The qualitative study used interviews, focus group discussions, observations and documentary review in a triangulation fashion to collect the requisite information. It established that the WASH programme benefits include construction of hitherto absent standard school toilets and training in sanitation management. The WASH schools also served as role models to other primary schools and the community. On the other hand, the primary schools understudy had fewer toilet holes than required, and lacked running water and funds for WASH activities. Also lack of parental awareness of school WASH activities limited their support. As a result, the schools struggled to maintain and sustain the toilets ‘cleanness. Thus there is a need revisit the School WASH operational rules.
Using mobile phones in teaching and learning in secondary schools in Tanzania
(Contemporary Research Center, 2015) Msuya, Ombeni
This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90%) questionnaires were filled and returned,while 10 (10%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom.
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.
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.

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