Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?

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dc.contributor.authorBasil, Pambas Tandika
dc.contributor.authorNdibalema, Placidius
dc.contributor.authorLawrent, Godlove
dc.contributor.authorGabrieli, Prosper
dc.contributor.authorMbepera, Joyce
dc.date.accessioned2024-08-19T07:50:09Z
dc.date.available2024-08-19T07:50:09Z
dc.date.issued2024
dc.descriptionAbstract. Full text available at https://doi.org/10.1016/j.tate.2024.104613
dc.description.abstractThis study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to support their pupils to address school safety concerns.
dc.identifier.citationBasil, P. T., Ndibalema, P., Lawrent, G., Gabrieli, P., & Mbepera, J. (2024). Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?. Teaching and Teacher Education, 145, 104613.
dc.identifier.doi10.1016/j.tate.2024.104613
dc.identifier.otherDOI: 10.1016/j.tate.2024.104613
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4778
dc.language.isoen_US
dc.publisherElsevier BV
dc.relation.ispartofTeaching and Teacher Education
dc.subjectTeacher Training
dc.subjectSchool Safety
dc.subjectEarly Grade Teachers
dc.titleEarly grade teachers’ professional development programs for promoting school safety: Does it make a difference?
dc.typeArticle
oaire.citation.volume145
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