Master Dissertations

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Changing students’ unwanted behaviors: the case of secondary schools at Kiwengwa tourist area in Zanzibar
(The University of Dodoma, 2012) Mganwa, Marcelino G
The objectives of this research were to find out the magnitude of unwanted behaviors to secondary school students and measures which have been taken to change the secondary school student‟s unwanted behavior at Kiwengwa tourist area in Zanzibar. The study employed a qualitative approach. A total of seventy two (72) respondents from three secondary schools Kiwengwa, Pwani Mchangani and Matemwe, were selected as a sample. The study included sixty (60) secondary school students, three teachers, five parents and four religious leaders. Purposive sampling was used to obtain the sample. The data were collected through interviews, documentary review and focus group discussions. Data analysis was done through descriptive content analysis, and calculations were made to get quantifiers in form of percentages. The findings of the study revealed that most unwanted behavior practices in secondary schools were manifested among boys and girls whose age ranged from 14-23 years. The behaviors commonly practiced were drug abuse, alcoholism school, dropout, truancy, sex abuse and male earring. Tourism, Peer pressure, working for money, imitation of foreigners and new life style were found to be the major causes of unwanted behavior among secondary school students. Corporal punishment, suspension, manual work, guidance and counseling, discussion with parents and expulsion from school were found to be the common methods used to discipline students in the secondary schools. On the other hand the findings also revealed that the methods used by teachers to change students‟ unwanted behavior were ineffective because teachers lack of knowledge and skills in dealing with students who practice such behavior. It is recommended in the study that guidance and counseling should be purposely established in secondary schools; and in-service teacher training program on counseling and guidance skills should be put into place to make the teachers able to take care of students‟ behaviors.
Patterns for coping with decisional conflict in relation to emotional intelligence of University executives
(The University of Dodoma, 2012) Mkanachi, Mohamed A
This study examined the patterns for coping with decisional conflict in relation to emotional intelligence (EI) of university executives. The study‘s objectives were to determine the coping patterns most preferred by university executives and their levels of emotional intelligence, to find out relationship between the two constructs as well as to work out their differentials. This research used questionnaire survey design. The study used Melbourne Decision Making Questionnaire (MDMQ) and Emotional Intelligence Scale (EIS). Purposive sampling was used to select 161 university executives from 16 universities in Dar-es-Salaam, Dodoma and Morogoro regions. The collected data were analyzed through descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS) version 16. The findings showed that majority of university executives possessed high EI levels and preferred vigilance coping pattern over buckpasing, procrastination and hyper vigilance patterns. However, there was negative relationship between vigilance pattern for coping with decisional conflict and high levels of emotional intelligence among the university executives. The study recommends replication studies to affirm theories in the study area.
Scholastic achievement of learners with disability: the influence of organization of learning in the inclusive primary schools
(The University of Dodoma, 2012) Mohamed, Mwajuma
This study investigated the organization of learning that led to the scholastic achievement of learners with disabilities in inclusive primary schools. The study involved seven purposely selected inclusive primary schools situated in Mtwara region. A total of 123 respondents were involved which included seven head-teachers, 21 teachers, 10 parents, six district education officers, 37 learners with disability and 42 learners without disability. The study employed both quantitative and qualitative research approaches. Data were collected through observations, interviews, documentary review and Focus Group Discussion (FGD). Numerical data were analyzed by using SPSS programme; qualitative data were subjected to content analysis. Findings revealed that schools with high organizational efficiency of learning performed better in scholastic achievement of the learners with disability. It was found that schools with qualified teachers, better provision of special services, frequent organization of extensional activities with adequate peer and parental cooperation realized scholastic achievement of the learners with disabilities. Based on the findings, the study recommends a bottom-up approach to the stakeholders – teachers, officials, educationists and the government. First and foremost, the headteachers should make frequent visits to the classroom and hold consultations with the teachers, and the district educational officers should make frequent visits to the schools and hold discussions with the head-teacher to ensure proper organization and adoption of methods of teaching. Secondly, the educationists and policy-makers should create a positive environment for practicing the learner-centered approach in teaching. The Ministry of Education and Vocational Training should allocate funds on priority basis to increase the support services for the learners with disability and make provisions for regular in-service training for teachers to use the learner-centered approach effectively in the classroom.
In-service training on 3Rs in Tanzania: the case of mtuu-3Rs programme in Kitangali TC
(The University of Dodoma, 2012) Lukanga, Albert L
Problems existing in primary education demand for an in-service programme on 3Rs. The study aimed at investigating MTUU-3Rs in-service programme so as to get lessons that can be used for solving 3Rs problems. The MTUU-3Rs or ‗KKK‖ was an in-service training programme which started in the 1970s aiming at helping primary school teachers acquire skills in teaching basic literacy and numeracy. The research work involved examining the key characteristics of the programme, finding out its successes and challenges and then investigating the perception of participants over its effectiveness. The study employed a case study design and used qualitative approach. The data were collected through interviews, focus group discussions, documentary review and observation techniques. It involved 16 participants among whom 13 were primary school teachers and 3 were teacher educators. This sample was obtained through purposive and snowball sampling techniques. The findings showed that the programme was beneficial in preparing primary school teachers to acquire and develop basic teaching literacy and numeracy skills. It was found that the success of this programme as a CPD was partly because it was characterised by practical and hands-on activities as major ways of facilitating the programme. Despite the strength shown, the study found that the programme was faced with lack of proper arrangement on motivating teachers to attend the programme. Thus, this study recommends that care should be taken when CPD programmes are run to consider the specific needs of stakeholders like teachers. Also, it is recommended that the 3Rs CPD be re-introduced and become included in pre-service and in other in-service training programmes.
Leadership styles of school heads and school performance: the case of private secondary schools in Dodoma municipality
(The University of Dodoma, 2012) Mazengo, Festus Florian
The purpose of this study was to examine the leadership styles of school heads and school performance in private secondary schools within Dodoma Municipality. The study specifically identified the leadership style(s) mostly preferred by school heads and owners of private secondary schools. The study then examined the existing relationship between leadership styles of school heads and school performance in private secondary schools. Moreover, the most effective leadership style in producing better school performance in private secondary schools has been determined. This study was mainly qualitative supported by quantitative research approach. It was basically a survey research design conducted in six private secondary schools. The study was guided by the Context, Input, Process and Product (CIPP) model. A total of 163 participants were involved in this study. These participants were selected through Non- probability sampling design. Data collection was done using questionnaires, interview guides and observation guides. The findings revealed that leadership styles of school heads determine, to a large extent, school performance in private secondary schools. However, it was found that the level of school performance can not solely be determined by the leadership style in place. This means that there are other factors which are equally important for school performance. These include the presence of qualified teachers, adequate teaching and learning resources, a conducive teaching and learning school environment and a positive school culture. The study recommends the need to equip school heads with various leadership skills so as to make them conversant in their daily activities as school heads towards the attainment of better school performance.
The relationship between some selected psychosocial variables and intention to abstain from sex among secondary school adolescents in Tanzania
(The University of Dodoma, 2012) Edward, Geraldina
The purpose of this study was to investigate the relationship that exists between some selected psychosocial variables and intention to abstain from sex among secondary school adolescents in Dodoma region, Tanzania. Particularly, the study investigated the likely relationship that might exist between intention to abstain from sex among adolescent secondary school students and the four psychosocial variables (sexual education knowledge, perceived attitudes, perceived social norms and perceived behavioural control). A total sample of 384 secondary school adolescents, of whom 205 were girls and 179 boys from secondary schools in Dodoma Municipality and Chamwino district participated in the study. The study used cross sectional survey and a correlational research design. Questionnaire was the main data collection instrument which had six samples of questions each measuring the study variables which included some demographic characteristics of the respondents and the sample of psychosocial variables like: sexual education knowledge, perceived attitudes, perceived social norms and perceived behavioural control and adolescents‟ intention to abstain from sex. It was hypothesized that, there would be no significant relationship between these psychosocial variables and adolescents‟ intention to abstain from sex at secondary school level. The findings revealed that, the strongest predictor variable of intention to abstain from sex was perceived behavioral control (r = .28**, n =383. p < .01) among the four psychosocial variables. Also, it was revealed that perceived behavioral control, school location and sex of respondent had a unique contribution of the variance to adolescents‟ intention to abstain from sex when all other variables in the model were controlled for {7.5% (β = .237), 4.2% (β = -.194) and 2.7% (β = -.102) respectively}. It was recommended that seminars on adolescents‟ health related issues should be an ongoing process so as to encourage behavioural outcomes which promote good health and academic performance among learners. Also, it was recommended that more studies should be conducted using different methodological instruments to supplement the current questionnaire instrument that was used in the study.
Patterns of the classroom interactions in teaching and learning geography in Tanzanian secondary schools: a case study of Dodoma municipality
(The University of Dodoma, 2012) Nyinge, Oswald
Interaction between teacher and students is an essential part of teaching and learning geography. Perhaps few studies have been carried out regarding classroom interactions in Tanzania on this vital aspect of teaching and learning geography. This study intended to investigate the patterns of classroom interactions in teaching and learning geography in Tanzanian secondary schools in Dodoma Municipality. To do this, 30 geography teachers were selected using purposive random sampling from nine secondary schools in Dodoma Municipality. After obtaining and encoding the data, it was tabulated, analysed and interpreted by using percentage, charts and tables. The study findings point out that despite the fact that teachers understand the importance of effective classroom interactions in enhancing students’ learning, most teachers still dominate the interactions in classroom teaching and learning geography, students are not given enough opportunity to interact with their teachers or among students themselves. This study was significant because its findings and conclusions may stimulate geography teachers to improve their teaching behavior in order to enhance students learning.
Contribution of school management committees in quality improvement of primary education: the case of Shinyanga district in Tanzania
(The University of Dodoma, 2012) Shemahonge, Khalifa
The main purpose of this study was to investigate the extent to which School management committees (SMCs) influence quality improvement of the overall school performance of primary schools in Shinyanga district. The study employed a qualitative approach using comparative case studies. A total of 75 respondents from three schools were purposely selected and involved in the study. The instruments used were semi-structured interviews, focus group discussions, and documentary review. The conceptual framework used was adopted from Stafflebeam, the CIPP model. Two theories; the General Systems Theory (GST) and the Total Quality Management (TQM) theory were also used together with the model. The study found that to a large extent SMCs are aware of their roles, despite the fact that 33% of the members did not get any training. It was found that the organs are not aware of the planning responsibility. It was found that the committees manage most of basic activities responsive in quality improvement. However; SMCs‟ performance was found to differ from one school to another, depending on the head teacher‟s leadership skills, resources the school possess and community participation. The study found that despite the good job done by the committees; the schools still almost solely depend on the government for funds to sustain the needs of their schools. The study concludes that, SMCs influence quality improvement but not satisfactorily. Nevertheless, the organs play a fundamental role in school management in general and quality improvement in particular. The study recommends that there should be interventions, in training of SMCs and monitoring their functioning so that they can fully understand and play their roles in improving quality.
The challenges faced by visually impaired children and their teachers in inclusive primary schools: the case of South region of Unguja Island
(The University of Dodoma, 2012) Himid, Asia A
This study examined the challenges faced by VIC and their teachers in inclusive primary schools, in South Region of Unguja Island. The study focused on five research objectives: to identify the enrollment rate of VIC in inclusive primary schools; to examine the existing programs for education of VIC and teacher‟s training; to investigate the challenges which faced by VIC in their pursuit of learning at inclusive primary schools; to explore the challenges faced by teachers in facilitating learning to VIC; and to explore stakeholders' recommendations on overcoming the challenges faced by VIC and their teachers in inclusive primary schools. The study employed descriptive survey design with both qualitative and quantitative research approaches. A total of 90 respondents were sampled from five inclusive primary schools and IEU. Purposive sampling technique was used to obtain head teachers, teachers, VIC, parents of VIC and IEOs. Further, children without VI were randomly selected. Data were collected through interview, observation and documentary review. The collected data were subjected to both qualitative and quantitative analysis which involved tabulation, frequencies and percentage. Key findings revealed that VIC and teachers adversely suffered from several constrained such as overcrowded classroom, inadequate teaching/learning materials, inadequate trained teachers and others which hinder their effective teaching/learning in inclusive classroom. Recommendations on reducing class sizes, supply adequate teaching/learning materials, organizing public awareness programs, improved learning environments and organizing teachers training programs have been made for both key IE stakeholders. Finally, future research should be conducted on academic achievements and social performance of inclusive primary schools VIC.
Professional beliefs of college leaders and its effects on the quality of grade IIIA teacher trainees: a case of Kilimanjaro region in Tanzania
(The University of Dodoma, 2012) Christopher, Valentina
This study assessed the influence of the professional beliefs of the college leaders on the quality of the grade IIIA teacher trainees. It focused on how the college leader's beliefs manipulate the adequacy and efficiency of the teaching context, processes and resources for quality teacher trainees' products. It was guided by Stuffle beam (2003) CIPP model of evaluation; and employed descriptive research design, mainly on qualitative approach. It was conducted in two grade IIIA teacher's colleges with a total sample of 120 respondents. Questionnaires, interviews, observation and documentary review were employed to collect data. It was found that college leader's professional beliefs affect the quality of the teacher produced in different ways. There were leaders whose beliefs influenced high quality teacher trainees while others beliefs led to poor quality teacher trainees' products. This was due to the values posed by leaders on the college teaching context, processes and resources. Based on these findings, college leaders are advised to embrace their professional beliefs with the teaching values so as to develop a sense of trust and be good models. It also recommends the Ministry of Education and Vocational Training to be very careful while appointing educational leaders and make a close follow up on their performance in posts they are serving. Where necessary it is advised to provide instructions or withdraw the positions from those who function below standards. In addition, it is suggested to conduct further studies in more other teacher's colleges in Tanzania to test if there is consistency of the findings for generalization.
School-community partnership in the implementation of primary school feeding programmes in Tanzania: a case of Chamwino district council
(The University of Dodoma, 2012) Temba, Eliufoo B
This research aimed at analyzing partnerships existing between schools and communities in the implementation of School Feeding Programmes (SFP) taking Chamwino district as a case study. Specifically, the study sought to determine how the SFPs were introduced, rationale for the SFP, types of partnerships, perception of stakeholders on the contribution of SFPs as well as challenges facing the partnerships and measures adopted for improving SFP. The study used a case study design to get in depth data on the school-community partnerships in the implementation of SFP. This study used a purposeful random sampling of 40 respondents including pupils, head teachers, teachers, parents, school committee members and Village Executive Officers (VEOs). The data on SFP were collected by using structured questionnaire, checklist, documentary review and focus group discussion (FGD). The analysis of data was done through the use of SPSS-15. The findings of this study revealed that, the introduction of SFP was necessitated by poor performance, poor attendance and high drop out in primary schools. In the partnerships framework, the focus has been on financing, provision of labour and material support. However, lack of awareness on SFP and water shortage at school levels were the key limiting factors for an effective school – community partnership in the implementation of SFP The study recommended, among other things that, there should be reliable water supply at school level. This could be possible through having water harvesting project and bore holes that cater for many schools.
School management and its effects on discipline in secondary schools: a case study of Dodoma region
(The University of Dodoma, 2012) Mpokera, Sophia Z
This study aimed at investigating school management and its effects on discipline in secondary schools. The study was conducted under three research objectives: to find out the extent to which the school management may play a role in maintaining discipline, to investigate the extent to which school rules and regulations affect the discipline of students and to examine how indiscipline affects performance of both teachers and students. This study based on the human relation theory developed by Douglas Mc Gregory on theory X and theory Y. The study was conducted in Dodoma region in two districts: Dodoma Municipality and Chamwino. It involved 7 secondary schools, four from Dodoma Municipality and three from Chamwino district. The sample size for the study was 132 which included 7 heads of schools, 7 assistant heads of schools, 7 discipline masters or mistresses, 21 teachers and 90 students. The study employed both qualitative and quantitative approaches. However, qualitative approach was dominant; it was descriptive in nature. Data were collected through interviews, questionnaires, focus group discussion and documentary review. Data from questionnaires were analysed quantitatively using SPSS version 16 and from interviews, focus group discussion and documentary review were analysed qualitatively by coding the data obtained before drawing conclusion. The findings revealed that discipline in secondary schools was a serious challenge, and school management rarely meets students to discuss disciplinary issues. Schools are required to use theory X with prudence in controlling and directing discipline that is theory Y, need to be emphasized much to achieve a high standard of discipline. The study recommends that school rules and regulations should be emphasized to enable students understand them. Schools should adhere to the regulations prepared by the Ministry of Education and Vocational Training on the National Education (Corporal Punishment) Regulations of 1979 made under section 60 (0) when punishing a student. School management has to ensure that school calendar provides time for meetings where students and teachers will discuss disciplinary issues. School management has to make sure that there are sessions of counseling and guidance.
Leadership training for secondary schools in Tanzania: a case of Dodoma municipality
(The University of Dodoma, 2012) Msengi, Ally J
The study sought to analyze leadership training of head teachers in secondary schools in Dodoma Municipality. It used mixed method to collect and analyzed data. Data was collected through observations and interviews conducted with teachers and head teachers. The study adopted a case study research design that gives unitary character of data being studied by inter-relating a variety of facts to a single case. In this regard, data for this study were collected on the independent variable which was appropriate leadership training, and that of the dependent variable which was leadership practice. The relationship between the two variables was investigated in order to determine the strength of their relationship. Findings shows that majority of the head teachers had not received any management training or in-service leadership training a situation that led to failure to successfully respond to many challenges and demands during the execution of their tasks. The study underscored the need for the development of management and leadership skills amongst head teachers in secondary schools. The study established that unless head teachers are well equipped with knowledge and skills in management and leadership, they would not be able to improve school performance.
Toward exploring teachers' awareness on pupils with learning disabilities in their classrooms in Tanzania: a case of Kibondo district, Kigoma region
(The University of Dodoma, 2012) Focas, Kafonogo M
This study aimed at investigating regular teachers' knowledge and skills for instructional management of pupils with learning disabilities in Kibondo District, Kigoma Region. The study explored whether pupils with learning disabilities are present in regular primary schools and if the teachers are aware of their presence in classrooms. Data collection involved administration of questionnaires, classroom observation, documentary review and the interview tools. The study was guided by Activity Theory (AT) framework and Duke's vision of teaching excellence as conceptual framework. The data collected were analyzed by using the Software Package for Statistical Studies (SPSS) and content analysis whereby raw data were organized and broken into manageable units. The findings indicated that pupils with disabilities are present in regular schools though teachers have had little awareness about their presence and on how to provide appropriate instruction for their learning. It was also found that regular teachers in primary schools had varying knowledge and skills on instructional management of pupils with disabilities. The study was done with an assumption that teaching in a diverse situation; the teachers should possess enough knowledge and skills so as to meet different challenges encountered by the learners due to Learning Disabilities (LD). Recommendations were made for further studies and for the participants after considering the results and conclusions of the study. The following recommendations were made: 1) Comprehensive future study with larger sample/ larger school district to identify the contextual factors that can negatively or positively affect teachers' knowledge and skills on instructional management in diverse school settings; 2) The administration to increase support to teachers in the way of training in order to increase competencies of staff and meet the needs of students with disabilities; 3) The government and the community at large to support change by introducing more inclusive practices in regular schools.
Policy and practice issues in the provision of basic education to children on street in Tanzania: the case of Morogoro municipality
(The University of Dodoma, 2012) Msigwa, Mwaija
This study examined the relationship between the government policy concerning the provision of basic education to the children on street and its practice in Morogoro Municipality-Tanzania. The study was guided by four objectives: (i) to explore overall awareness of the community about the policy, (ii) to assess the quality of basic education provided to the children on street, (iii) to find out the challenges encountered in the provision of basic education to the children on street and (iv) to determine the solution to the challenges observed. The sample was obtained through purposive sampling technique, and it consisted of 28 participants: 5 primary school teachers, 13 parents and 10 children on street. The study used a case study design and utilized a qualitative research approach where semi- structured interview, direct observation, focus group discussion, documentary analysis and direct observation were deployed. The collected data were analyzed both deductively and inductively based on the approach by Ezzy (2002). The findings indicated that, lack of understanding of the policy was due to inadequate information given to the community. The mismatch between policy statement and actual practices was due to government poor planning, lack of follow up and lack of laws to enforce policy implementation. These were reflected in the existence of the children on street during class hours contrary to the policy statement that stressed attendance in school. Poor planning had resulted into several challenges compromising the quality of education to the children on street. Inadequate teaching and learning resources, inadequate teacher-pupils ratio, and heavy work load for teachers, lack of teachers’ professional development to cope with the irregular changes of the curriculum as well as lack of feeding programme characterized all the schools in the study. The study concluded that the state of basic education provided to children on street to a large extent depended on the existing policy statement. It is recommended that, the existing policy should be enforced so as to provide quality basic education to the children on street. Parents, teachers and the community in general must make sure children on street are given first priority when planning educational issues. (333 words)
Transformational model of leadership in community secondary schools in Tanzania
(The University of Dodoma, 2012) Cleophas, Michael T
The study examined the transformational leadership in community secondary schools in Sumbawanga Municipality in Tanzania. Questionnaires and documentary review were used to collect qualitative data as implied in the phenomenological design. One hundred (100) questionnaires were distributed to 12 head teachers and 88 teachers to 12 community secondary schools. Results indicated that all three components of transformational leadership (charismatic leadership, individualized consideration and intellectual stimulation) were not common in the community secondary schools in Sumbawanga Municipality in Tanzania. Only minority, 16%, 27.5%, and 27% of the respondents showed that the elements of transformational charismatic leadership, intellectual stimulation and individualized consideration respectively were being practiced. The results have implication to teachers, students, community secondary schools and the whole Tanzanian society. With hardly or no practice of transformational leadership in CSSs, it acts as an obstacle to teachers, performance. In this sense, it is impossible for teachers to expose their talents, aptitudes and capacities in improving the teaching and learning activities in their schools. It was concluded that almost head teachers and teachers do not have the skills and knowledge of transformational leadership. The study recommended that MoEVT and TAMISEMI should establish seminars, workshops and update school administration so as to make head teachers and teachers to learn and practice the transformational leadership skills
Assessing stress factors and coping strategies among primary school adolescents in Morogoro municipality, Tanzania
(The University of Dodoma, 2013) Kashindye, Neema
The aim of this study was to assess stress factors and coping strategies among primary school adolescents in Morogoro Municipality, Tanzania. The study employed both quantitative and qualitative methods. Both purposive and stratified simple randomly sampling procedures were used. An overall number of 108 respondents made up of 18 primary school teachers and 90 primary school adolescents were involved in this study. Data were gathered through, interview, questionnaires and documentary reviews. Quantitative data were analyzed descriptively through the use of SPSS version 16 and qualitative data were analyzed by using content analysis. The findings indicated that; stressors such as, “academic performance”, “parental conflicts” “financial difficulty at home” “examinations” and “long distance from home to school” were the principal sources of stress among primary school adolescents. Wide range of physiological symptoms of stress such as headache, tiredness and hunger were very common to most of the adolescents. The findings also show that: “poor school attendance” “early pregnancy” “lack of concentration” and “lack of interest in studies” and “psychological problems” were the major effects of stress in primary school adolescents. To cope with stress the adolescents in primary school adopted different coping strategies including “positive reappraisal”, “escape-avoidance” and “seeking social support” these were very common to adolescents in this study while the less used one was confrontive coping. The study concluded that primary school adolescents have little knowledge of stress, and how to cope with stress. The study recommends that there must be extra efforts in assisting pupils to manage stress such as more leisure time activities, better interaction with parents, peers and teachers and proper guidance and peer counseling at school could do a lot to reduce stress, which affect not only their academic performances but also all aspects of health.
Teachers’ practice in diverse classrooms and inclusive education; a case of selected secondary schools in Tabora municipal
(The University of Dodoma, 2013) Tirwosha, Chrisant M.
This phenomenological case study documents teachers‟ perception and practice of inclusive education and the barriers they encounter in twelve public secondary schools in Tabora municipality. The study is framed with socio-cultural theory and paradigm shift model. Questionnaires, structured interview schedule and focus group discussions with teachers elicited data on: teachers‟ perception; strategies they use; and the challenges they encounter as they practice inclusive education in diverse classrooms. Observation checklist elicited data on: practice of inclusive education in the selected secondary schools in Tabora municipality. The research demonstrates that these teachers confronted significant challenges in practicing inclusive education in their classrooms. Three themes emerge from teachers‟ practice of inclusive education in secondary schools: Teachers practice in diverse classrooms; strategies do teachers use to teach diverse classrooms and barriers facing teachers in inclusive secondary schools. The study recommends concerted efforts of key educational stakeholders to campaign on importance of inclusive education in secondary schools. Other recommendations include teachers be trained on inclusive education and schools be equipped with adequate resources for effective implementation of inclusive education in secondary schools.
How care given to orphans affects their primary schooling: the case of Iwawa ward in Makete district
(The University of Dodoma, 2013) Mahenge, Benito Sikalange
The primary aim of this study was to investigate the kind of care that is given to orphans in Iwawa Ward, in Makete district, and how that care affects the orphans' primary schooling. The study was guided by the following research questions: Who are the caregivers of the orphaned pupils? What kind of care is given to the orphans?, How that care affects the orphans' primary schooling? What should be done to improve orphans' primary schooling? The study employed a case study design. The location of the study was Iwawa Ward in Makete District and the target population was the orphans in primary schools in this ward. The two sample schools selected for this study were school A and school B representing schools situated in urban and rural areas respectively. The study involved 12 orphaned pupils, 6 caregivers and 4 primary school teachers. The study employed interview as the main method of collecting data. The findings of the study revealed that 87% of caregivers are close relatives. Others are distant relatives, and non relatives. The kind of care that is given to orphans includes provision of financial support, security, food, a place to live, medical care, clothing, teaching and learning materials. The findings also revealed that provision of enough care to the orphaned pupils enables them to be enrolled in schools, to have regular school attendance, and to build confidence and good behaviour. But inadequate provision of care leads to orphans' late or no enrolment in schools, having strong emotions, poor academic performance, truancy, dropping out of schools, delinquency, failure to join secondary schools, and becoming street children. From these findings, suggestions are made to family members and the community in general, to select caregivers basing on their ability to give proper care. The government is advised to make Secondary Education free and for all. This will enable orphaned pupils and other pupils from poor families to access it.
Assessment of practices of heads of schools that influence new teachers to remain in their career: a case of Nyamagana district- Mwanza
(The University of Dodoma, 2013) Bwire, Silas N
This study examined an assessment of practices of heads in community secondary schools that influence new teachers to remain in their career in Nyamagana District, Mwanza Region. The study was guided by two theories, the Hertzberg‟s motivationhygiene theory of job satisfaction and the expectancy theory. Qualitative approach was used in this study. Its design was cross-sectional survey. Purposive sampling technique was used to select study samples whereby three schools, three heads of schools and twelve new teachers were selected. Data collection methods included interview guide questions to heads of community secondary schools and Focus Group discussion (FGDs) to new teachers. The collected data were analyzed through thematic analysis. The findings of the study revealed that new teachers had slight mutual interaction with heads of schools during their first year of teaching while very few of the respondents were in the view that they had at least good interaction with the experienced faculty members. Again the study showed that new teachers were not involved in decision making specifically in matters related with the development of the schools. Furthermore, new teachers also claimed not to have incentives including motivation and financial support that could enhance them to remain in their career other than salaries. In addition, the study noted that employees (new teachers) were likely to leave from one career to another if their expectations could not meet. Therefore, this study concludes that practices of heads of community secondary schools influence either positively or negatively for new teachers to stay in their career beyond their first year.

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