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Item Academic achievement of standard seven pupils: the influence of organization of learning in primary schools(The University of Dodoma, 2014) Chale, PriscaThe study aimed to investigate the influence organization of learning in academic achievement. The objectives of the study were to identify the schools with moreeffective and less-effective in organization of learning; to find out the differences between schools with more-effective and less-effective in organization of learning in relation to teacher’s profile, and teacher- student interaction, teaching activity and pupils’ academic achievement; to find out the relationship between organization of learning and academic achievement of standard seven pupil’s; to explore stakeholders recommendation for improving organization of learning. The study employed both quantitative and qualitative approaches. The descriptive survey method was used to carry out this study. A total number of 30 schools were included in the sample of the present study. A total of 698 respondents were involved in the study in terms of 540 pupils, 120 teachers, 30 head teachers, 2 school inspectors and 6 educational officers. The data collected through techniques namely observations, interviews, Focus Groups Discussions (FGD) and documentary review. Quantitative data were analyzed by using SPSS version 20.0 programme and Qualitative data were subjected to content analysis. On the basis of the findings of the present study revealed that the schools were found to have better teachers’ profile, teacher-student interaction, teaching activity and pupils’ academic achievement were identified as schools with more-effective in organization of learning. There was a real association between organization of learning and pupils’ academic achievement. The study recommends that in-service training, adequate teaching and learning material/aids, rewards and motivation would improve organization of learning in primary schools.Item Academic performance impediments among students with visual impairment in inclusive secondary schools in Tanzania(The University of Dodoma, 2018) Lugome, Gelasius G.The study examined the academic performance impediments of students with visual impairment in inclusive secondary schools in Tanzania. It specifically examined; learning- teaching strategies and methods, teachers’ adaption of learning- teaching resources and examination, the status of orientation and mobility, and finally it established instructional leaders support to students with visual impairment. The study was guided by the social model of disability. The study adopted descriptive survey research design. The targeted population included instructional leaders, teachers and students where the representative sample of 484 participants was used. Data were obtained through questionnaires, interview, documentary review, Focus Group Discussion and observation. Qualitative data were thematically analysed and the founded sub-themes were embedded with descriptive quantitative data analysed from Statistical Package of Social Sciences (SPSS) version 21. The major findings from the study indicate that, most of the learning- teaching strategies and methods employed in inclusive secondary schools were not adapted for students with visual impairment. In addition, there was inappropriate or no adaptation of learning- teaching resources and examination towards the learning style of those students. Furthermore, it was indicated that students with visual impairment were receiving orientation and mobility services and instructional leaders were not fully supporting those students appropriate learning- teaching practices. The study therefore, recommends that inclusive education should be incorporated in the curriculum of general teacher’s education, collaboration among inclusive education stakeholders should be improved. Furthermore, the government should provide materials, funds and seminars to students, teachers and instructional leaders.Item The access to guidance and counselling services for the welfare of public secondary school girls in Tanzania: a case of Kilombero district(The University of Dodoma, 2021) Haule, BibianaThis study explored the access to guidance and counselling services for the welfare of public secondary school girls in Tanzania: A case of Kilombero District. The study was conducted at Kilombero District in Morogoro Region. The study was guided by three specific objectives, which were to investigate availability of guidance and counselling services to public secondary school girls, to examine public secondary school girls’ perceptions towards guidance and counselling provided for their welfare and to explore challenges facing public secondary school girls in accessing guidance and counselling services. The study employed qualitative approach with case study design in which 36 participants were involved. Participant categories were distributed as follows three head of schools, three teacher counsellors, three discipline teachers, three class teachers and 24 public secondary school girls. Purposive sampling was employed in selecting participants where sex, experience, position and access to guidance and counselling services were criteria for selection. Data were collected using interview, focus group discussions, observation and documentary review. Study was guided by system theory. Thematic analysis was used in analysis and themes were created based on specific objectives. The findings revealed that guidance and counselling services were available in schools and girls had access to the services. In addition, it was revealed that girls in public secondary schools had positive perception towards guidance and counselling services. Moreover, guidance and counselling services were revealed to have been facing challenges such as absence of counselling rooms, time limitation, and lack of training to teacher counsellors. The study recommends that schools should use the available resources so that guidance and counselling services can be accessed, provision of trainings or seminars so that teacher counsellors can have counselling skills in dealing with all cases that require their attention. Lastly, there should be maintenance of confidentiality and strengthening relationships between teacher counsellors and girls in order to ensure accessibility of guidance and counselling services in schools.Item Accessibility of the quality early childhood care and education for the children with disabilities: practices and constraints(The University of Dodoma, 2014) Cosmas, JuhudiThe rights to the quality ECCE services for all children have formally received international commitments and acknowledgments. It is evident that good-quality ECCE is important for all children‟s learning and development. For the young children with disabilities (CWDs), the quality ECCE enables early identification and intervention of impairments and for certain CWDs, it facilitates transition into mainstream schools. The current study investigated the accessibility of the ECCE for the CWDs, focusing on practices and constraints. This study was a qualitative inquiry underpinned by phenomenological design. Data were collected using semi-structured interviews, focus group discussions, observations and documentary reviews. The sample of 38 study participants was purposefully chosen and reflected a number of education stakeholders. The study established that the available ECCE services for the CWDs were ineffective due to the lack of identification and assessment practices; lack of nutrition and medical services; shortage of qualified personnel to handle the CWDs; insufficiency of potential teaching/learning materials; lack of professionals such as educational counselors and speech-language therapists to support young CWDs; lack of parental support; and inaccessible schools‟ environment. A few CWDs in the study area were enrolled in school. However, sustaining that vital education was not easy. Poverty, parents‟ ignorance and negative attitudes, unskilled and unqualified teachers, inappropriate instructional resources, inappropriate school environment and infrastructure, transport problems, inadequate funding, and lack of policy of ECCE for the CWDs created a very difficult learning environment. Lastly, education providers in ECCE for the CWDs lacked the capacity to handle the CWDs. Among the recommendations were on improvement and modification of ECCE for the CWDs. The study recommended similar studies on a large area for a wider understanding of the reality and practical–oriented solution search. The overall conclusion is that the current context of the ECCE for CWDs was more inhibitive than facilitative and that the future for the ECCE for the CWDs depended on the extent to which such context is improved.Item Acquisition and mastery of oral language skills in enhancing literacy development among young children in Tanzania(Lyceum of the Philippines University-Batangas, 2017) Tandika, P.; Kamanzi, V.Language, both oral and written, is a tool used by a human being in communicating ideas, concepts and sharing experiences in a variety of social contexts. It is also necessary in school activities’ instructions. The social contexts essential for enhancing children’s language are the home and school. It is because of this background that the current study was undertaken to establish how parents’ and teachers’ interaction constitute an essential ingredient in the development of oral language (OL) skills for children’s acquisition of literacy skills at home and in school to facilitate their school readiness. The study conveniently and purposively sampled parents and experienced early grade teachers to share their experiences in the meaningful adult-child interactions and activities important for OL and literacy development. Data analysis for data that were collected through semi structured interviews and FGDs were subjected to thematic analysis while data through open-ended questionnaires were coded and entered in Microsoft excel spreadsheet before were analysed through the SPSS. The study revealed that friendly, print-rich learning environment, playing activities as well as storytelling are essential in promoting the acquisition and mastery of OL for literacy development and facilitation of communication as well as realization of better learning outcomes in school among young children. The current study, therefore, suggests that parents and teachers should be involved in providing materials and activities for creating friendly and interactive environments that are necessary for children’s positive development in OL for schooling and general life in any social settings.Item Adolescents and drug abuse in Tanzania: history and evolution(Kluwer Academic Publlishers, 2016) Yusuph, KambugaDrug abuse continues to be a major risky behaviour problem among young people all over the world. The study served as one key contribution to the knowledge of the world on the level of drug abuse in East Africa and suggested ways to curb the problem from increasing. The study findings revealed that 5-12% of young people have experienced drug use such as alcohol, cigarette, cannabis and khat at a young age and 2.1% have injected themselves with drugs such as heroin popularly known as brown sugar. Despite the fact that Tanzanias existing laws provide stern punitive measures against all those involved in drug trafficking and consumption, the war against narcotic seems to be difficult as Tanzania continues to be a transit route for illicit drug. It is very unfortunate that young people are easily pooled into drug because of persuasive deals from drug barons who commission them to sell drugs on behalf as petty dealers. The government needs to take strong action against drug dealers. This includes passing of the pending narcotics laws of 2009 by the parliament and strengthening Anti-drug Agency; establish mobile rehabilitation services in schools, introducing drug prevention programmes in schools and passing drug testing policy in school to identify drug using students.Item Adult education in contemporary Tanzania: a swot analysis of learning programs in selected urban and rural settings(The University of Dodoma, 2016) Mwagala, Emmanuel IThe role of adult education for national development has remained critical for many decades irrespective of time and space differences. This study investigated the strengths, weaknesses, opportunities and threats of adult education programmes in Tanzania. Data were collected from 31 informants sampled from Chamwino district and Dodoma municipality through purposive, purposive-random sampling and snowball sampling. Data were collected through qualitative methods, i.e. interviews, observation and documentary review and analysed deductively starting with the main themes to the specific ones. The study found that adult education offers adult learners‟ opportunities to grow both mentally and economically as they get employment and their ability to participate in different issues is widened. Despite this strength, adult education in Tanzania faces weaknesses, including lack of awareness of the society members, insufficiently qualified personnel, and bad location of the centres. Further, the Adult Education is threatened by the lack of political will to develop the centres and insufficient fund. Following these findings, the researcher concluded that adult education is a panacea to combat three enemies of the nation namely poverty, ignorance and diseases among the school drop outs, adults who could not access formal education at the appropriate age and those who need to upgrade their knowledge in different fields of study. Adult Education is at risk because there is no enough investment and little +awareness of its importance in the country. Thus, the researcher recommends for immediate intervention by the government to empower adult centres for effective services to the learners and raise of awareness among its people.Item Age-based perceptions on retirement income spending plans versus actual spending upon retirement among individuals from higher education institutions in Tanzania(The University of Dodoma, 2020) Makona, Athuman AbdallahThis study explored age-based perceptions on retirement income spending plans versus actual spending upon retirement among individuals from higher education institutions in Tanzania. The study had four specific objectives; to determine the perceived optimal age to start planning about retirement income spending among individuals from HEIs in Tanzania; establish perceived variations of plans on spending retirement income across age cohorts among individuals from HEIs in Tanzania; examine actual prioritized expenditure areas upon retirement among individuals from HEIs in Tanzania, and; investigate the variations between actual prioritized expenditure areas with the perceived plans across the age cohorts among individuals from HEIs in Tanzania. The study was guided by the lifecycle theory which theorized human planning and spending pattern in relation to age. The study was principally conducted in Dar es Salaam and Morogoro and used the mixed approach to research which based on a concurrent combination of both quantitative and qualitative approaches. The cross-sectional descriptive survey design was used in order to meet the research objectives. The study involved 369 respondents out of them were 341 workers, 17 retirees, 8 human resource managers/officers and 3 pension officers. Thus, the study developed, validated and hence employed self-administered questionnaire and interview guides in order to collect data regarding participants’ perceptions on retirement income plans as well as actual spending. Quantitative data were descriptively and inferentially analyzed by using one-way ANOVA with Post-Hoc test. Qualitative data were thematically analyzed. The findings showed that there was no specific age whereby the participated individuals from HEIs perceived to be optimal for starting to plan about retirement income spending. Rather, the circumstances and wealth accumulation during the working life was perceived to have potential likelihood in determining the plans. There was no statistically significant evidence to conclude perceived variation of plans on retirement income spending across age cohorts among the participated individuals from HEIs in Tanzania on basic needs (p = .692, η2 = .008), leisure (p = .042, η2 = .068), investment (p = .482, η2 = .016.), familial matters (p = .020, η2 = .083) and charity (p = .886, η2 = .003) following the multiple comparison post hoc tests for p <.05. The study identified that, retirees were spending the retirement income mainly on investment and basic needs and any other amount thereafter directed to investment, was for the purpose of creating a sustainable flow of income for meeting the basic needs. In light of the key findings from specific objectives, the study revealed that, for the participated individuals from HEIs in Tanzania, there were no statistically significant differences with regard to age-based perceptions on planning tendencies as proclaimed by the life-cycle theory. Based on these findings, the study offered recommendations for interventions in policies at institutional levels as well as national level alongside further research on financial literacy and financial planning behavior, factors affecting workers financial planning over time, viability of investment options among retirees and sustainability of the retirement income among the retirees over their remaining life time.Item Alignment of career aspiration with the choice of French subject among secondary school students in Ngara district(The University of Dodoma, 2018) Iliho, IsackCareer information is important when students are choosing French subject since it gives them confidence in their aspirations. Failure to access French subject-related career information may result into choosing other subjects that might be irrelevant to their aspirations. Thus, this study assessed alignment of students' career aspiration with the choice of French subject. Objectives were; to determine if students' career aspirations led them to the choice of French subject. Secondly, to explore the accessibility of French subject-related career information in schools; and lastly, to solicit opinions on the availability of careers that can attract Form III students to the choice of French subject. A mixed approach was used through a concurrent design where both purposive sampling and disproportionate stratified random sampling were applied during data collection. A total of 240 respondents (213 students and 27 teachers) participated in this study. Qualitative data were analysed thematically whereas chi-square test was performed for quantitative data by the aid of a Statistical Package for Social Sciences (SPSS) version 21. Findings of the study indicated no significant relationship between career aspirations and the choice of French subject among Form II and III students. French subject teachers were the main source of French subject-related career information though they were not satisfying students. Majority of the schools had academic masters or mistresses who were also appointed as career masters or mistresses with little career guidance and counseling professional skills. Taking into consideration the findings of this study, it was recommended that career information related to French subject should be made available to students so that they can understand how French subject relates to their career aspirations.Item Alignment of parents’ expectations on pre-primary education with national curriculum in Zanzibar(The University of Dodoma, 2022) Moh’d, Shehe AbdallaThis study investigated parents’ expectations regarding their children’s pre-primary education and how those expectations were featured in the national curriculum in Zanzibar. The objectives of the study were to: Determine parents’ expectations on their children’s two-year pre-primary education in Zanzibar; Examine the association of parents’ expectations on pre-primary education with the national curriculum in Zanzibar; Examine the effectiveness of the teaching and learning strategies used by pre-primary education teachers on achieving the aligned expecations, and; Find out the state of parents’ involvement in curriculum process for accommodation of their expectations in pre-primary education in Zanzibar. The study adopted a single case study approach within an interpretivism philosophical paradigm. Data for the study were collected through documentary reviews, interviews, FGDs and observations from teachers, parents, curriculum developers and pre-primary officials. Findings have shown that parents had expected their children to develop skills in literacy, numeracy, science, religion and socialization. Parents expected those skills as they believed that they would give children better foundation for education and knowledge. The study also found some alignments as a result of the associations between the identified parents’ expectations with the national curriculum across some general and subject competences and topics. Results had also identified that the associated expectations were only the common core and general competences of curriculum that were likely to be found in any curriculum, which decreased the status of alignment of the expectations with the curriculum. Results had further unveiled some drawbacks for practical achievement of the aligned expectations that included impracticality of the competences, ineffective teaching and assessment methods, materials, overcrowded classes and time. Results had also uncovered strategies used by the teachers to improve the expected skills, though some weaknesses compromised their effectiveness on teaching the targeted skills. Results discovered also that parents were less involved in curriculum development process due to budget constraints, unwillingness of parents themselves, education and lack of invitation opportunities. The study concluded that curriculum process should be inclusive and adhered to parents’ expectations so as to have a curriculum that is socially informed and that encourages parents’ participation in education.Item Analysis of English language curriculum for ordinary level secondary schools in Tanzania: trends, implementation and challenges(The University of Dodoma, 2015) Mkuvalanga, Ali SaidiThe current study, analyzed the English Language Curriculum for Ordinary Level Secondary Schools. The study primarily focused on the trends of improvement of English language Curriculum, taken since 1997 to the present. It also examined the implementation of current English Competency-Based Curriculum (CBC) for Ordinary Secondary Schools Further; the study identified some challenges encountered by English teachers, in the implementation of English Competency-Based Curriculum. A total number of 90 participants including teachers and students from Lindi Municipality and curriculum experts from district, regional and national levels were involved. Data were collected using interviews, lesson observation checklists and documentation. Data were analyzed manually through content analysis. Findings revealed that, there was little achievement in English Curriculum introduced between 1997 and 2005. This was mainly revealed through the examination results. For example, the examinations results of 2002 and 2009 showed that, the pass rates were below 50% in most secondary schools in the Municipality, except 1 school out of 8 schools As far as the implementation of CBC is concerned, the findings indicated 9 (45%) out of 20 had moderate competence in teaching using CBC. On the other hand, 4 (20%) out of the total number of English teachers showed low competence in using Competency-Based Curriculum. and, only 7(35%) out of20English teachers who participated in the study manifested high competence in teaching the competence-based curriculum, Therefore, it was concluded that, most English teachers had moderate competence in teaching using Competency-Based Curriculum. In view of these results, the researcher suggested continuous training on Competence-Based Curriculum to enhance effective teaching of English language. in secondary schools.Item 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.Item Analyzing women participation in local government: the case of Ilala municipal council.(The University of Dodoma, 2014) Marijani, IreneThe issue of women participation in all spheres of life has become a major developmental concern worldwide. The study was guided by three objectives, namely: To identify opportunities that are available from different stakeholders in enhancing women’s participation in elections, to assess the extent to which women are successful in local government elections and in decision making processes within local government, to examine factors that impinge on the women participation of women in local government. The study was carried out in Ilala municipal council. The study adopted descriptive research design which study targeted a population of 73 respondents. Data from primary sources were gathered using of questionnaires, focus group discussions and interviews. Both qualitative and quantitative instruments were employed to analyze field data. The study found out that there is a huge gap between elected females and males in Ilala local council, also there are factors that impinge women participation such as economic factors, intimidation, lack of confidence and low levels of education The study also found out that there were opportunities from different stakeholders that were available for women that enhanced their participation both as candidates and voters. The study, therefore concluded that commitment towards women’s political empowerment is facing many challenges, including the way it is (or is not) mainstreamed in the political agenda. It is important to note that the quota system will only work where there is a political commitment to promoting gender equality. Increase of number of women through reserved seats it is not enough but it is the actions taken by women representatives that matter.Item Anxiety and academic performance among secondary school pupils in Tanzania(SCIENCEDOMAIN international, 2016) Yusuph, KambugaAnxiety is among the most prevalent psychological turmoil facing many school adolescents around the world. It affects about 13% to 25% of the adolescent population. This study was designed to examine the causes and effects of anxiety on academic performance among secondary school adolescents in Tanzania. The study utilized a survey method to collect data in two public secondary schools in Dodoma urban. Simple random sampling was used to involve 92 pupils among whom males counted for 45.8% and females 54.2%. The data collected through questionnaires were analyzed using descriptive analysis, multiple-responses and covariates (chi-square) through SPSS window version 20. Findings indicate that a considerable number of pupils were affected by anxiety leading to poor performance. The problem of anxiety differed across ages and sex among school adolescents. In addition to that, the study revealed that school rules, teachers' practices, and behaviours, corporal punishment as well as pupils’ irresponsibility were the causes of anxiety disorders experienced by the pupils. The majority of the pupils in schools has frequently experienced anxiety disorders and psychologists feel that these are psychological problems which could be cured through the provision of proper guidance and counselling, creating friendly environments and provision of information to pupils.Item Application of constructivism approach in Dodoma urban primary schools - an evaluative study(The University of Dodoma, 2013) Sanga, MateoThis study explored the application of Constructivism Approach in Dodoma primary schools. It evaluated the extent to which Constructivism Approach is used in Tanzania primary schools. The study employed Qualitative Approach, though some aspects were dealt with quantitatively. It is a descriptive case study conducted in six primary schools in Dodoma Urban based on two theories; the Social Constructivism and Cognitive Constructivism Learning Theory. A total of 15 participants were involved in the study. Three of them were school inspectors and twelve were primary school teachers. They were selected through purposive sampling and simple random sampling techniques. Data were collected through questionnaires, observation schedule, focus group discussion and documentary review. The findings of the study confirm that, despite teachers qualifications and their knowledge on constructivism views, there are some teachers with negative attitude about Constructivism Approach. This is because of lack of motivation, overcrowded classes, poor parental involvement in their children‟s learning as well. In addition, lack of enough funds provided to school inspectors and lack of sufficient trainings to teachers are other challenges on the application of Constructivism in primary schools. Based on the findings, the study concludes that owners of those schools should create positive attitudes to teachers and give them proper trainings and seminars. Also, educating parents on the importance of guiding their children to learn at home environment and making follow up in school is paramount.Item Application of information and communication technology (ICT) in teaching and learning process in primary schools: a study of Morogoro municipality(The University of Dodoma, 2013) Masambati, ClaudThis study examined the Application of Information and Communication Technology (ICT) in teaching and learning process in primary schools in Morogoro Municipal. The major objective was to investigate the application of ICT in teaching and learning processes in primary schools and suggest better approach for the effective application of ICT. The study employed a descriptive research design with quantitative and qualitative approaches. In this study, a total of 32 respondents from six (6) primary schools were selected as a sample. Twelve (12) respondents were pupils, eighteen (18) were teachers (head teachers, ICT teachers and non ICT teachers) from the selected primary schools and two (2) were the Municipal education leaders (DEO and school inspector). The sample of pupils and non ICT teachers were obtained through simple random sampling technique, while the schools, ICT teachers, head teachers and Municipal education leaders were obtained through purposive sampling technique. The data were collected through questionnaires, interviews guide, observation and documentary review. Data analysis was done by involved content analysis, calculating frequency and percentage using SPSS version 16. The findings revealed that ICT resources in Morogoro Municipal primary schools were not adequately available, accessed and utilized effectively. There were serious scarcity and uneven distribution of ICT resources between private and public primary schools with unqualified teachers. The study recommends intensive and adequate training of ICT teachers and the MoEVT in collaboration with private and other partners in education to ensure adequate provision of ICT resources in all primary schools implementing ICT.Item Application of participatory teaching and learning approach in teacher training colleges in Tanzania(SCIENCEDOMAIN international, 2017) Omollo, Abich D.; Nyakrura, Bahati; Mbalamula, Yazidu SaidiIn this study, the use of participatory approach in t eaching and learning in teachers colleges was explored with an aim of finding out whether tutors apply participatory approach in the classroom in order to improve teaching and learning among teacher trainees. Two public teachers colleges that are Tarime and Bunda teachers colleges were studied. Qualitative approach supplemented with quantitative data was employed. Stratified sampling, simple random sampling and purposive sampling procedures were used to select 96 respondents for the study. Furthermore, the study used semi-structured interview, Focused Group Discussion, questionnaires, observation and document review to collect data. The quantitative data were manually analysed and presented in frequencies, percentages and tables while qualitativedata were subjected to content analysis. The study found that tutors use participatory approach in teaching and learning with the question and answers technique in the classroom. The study found tha t tutors had the positive attitude towards the use of participatory approach. The study recommends that the government should direct more resources to teacher colleges and schools to render the working environment conducive for effective teaching and learning. Planned in-service training programmes and workshops should be initiated and sustained at school, college, district and national level to update teachers and tutors content knowledge and pedagogical skillsItem Appraising assessment tools’ potential for fostering children’s holistic development in Dodoma city pre-primary classes(The University of Dodoma, 2019) Kilasi, Loveness FelixThe present study intended to appraise the potential of the assessment tools for fostering holistic children’s development among pre-primary schools in Dodoma, Tanzania. The study was guided by four specific objectives. These were: first, to assess pre-primary school teacher’s understanding of assessment tools’ potential for promoting child holistic development; second, to appraise the role of assessment tools in the promotion of children’s cognitive development; thirdly, to determine the extent to which the assessment tools in pre-primary schools were used to foster children’s physical development and fourthly, to assess the potential of the assessment tools in enhancing children’s social development. The study was governed by the cognitive development theory of Jean Piaget (1936), Social learning theory by Albert Bandura (1977), psychomotor theory developed by Reigeluth (1999) and Vygotsky socio-cultural theory developed by Vygotsky (1978) as its theoretical framework. The study employed a case study research design within the qualitative research approach. The data were collected through semi-structured interviews, observation and documentary review. The study employed the qualitative research approach. A total of 15 informants were involved in this study. These include heads teachers, academic teachers as well as pre-primary teachers. All informants were purposively selected on the basis of the roles and positions they held in the schools. Data were analyzed through the thematic analysis. The findings of this study revealed that assessment tools have been of major importance in children’s holistic development in schools in terms of cognitive, physical and social development. The study recommends that in-service teacher preparation should be encouraged, the government should allocate fund for pre-primary education and there is need for providing teaching and learning materials to mention a few in schools so as to ensure effective use of assessment tools in assessing children’s holistic development.Item Are primary school teachers in Tanzania suitable for the teaching profession? Evidences from teachers’ survey(The University of Dodoma, 2019) Dassan, Fidel; Shukia, RichardThe 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.Item Assessing management styles by head of schools in managing instruction in public secondary schools in Tanzania: A case of Njombe town council(The University of Dodoma, 2020) Mbogela, Michael SamsonThis dissertation reports the findings of the examination of the contribution of school management styles by head of schools to managing instructions in public secondary schools. It draws on the data that were collected from Njombe Town Council to specifically inform about common management style employed by head of schools in managing instruction for students’ academic achievement, the factors that influence head of schools in managing instruction in public secondary schools, the impacts of management styles by head of schools in managing instruction, and the challenges facing head of schools in using different management styles. Data for the study were obtained through explanatory research design which was blended with the mixed method approach. However, the qualitative approach was predominantly used in the study. A total of 70 participants were sampled from six secondary schools around Njombe Town Council to participate in the study through a questionnaire, interviews, and documentary reviews. Both the quantitative and qualitative analysis of the data generated revealed that school heads from the selected public secondary schools use different management styles to manage school instruction. However, the participative management style was the most preferred style whereas autocratic and laissez-faire were less preferred by head of schools. Furthermore, participative management style had positive outcomes while the autocratic and laissez-faire had negative outcomes on students’ academic achievement. Following these findings, the study recommended that the government and all other education stakeholders should create an effective school management style to enhance students’ academic achievement in public secondary schools.