Challenges experienced by teachers in implementing the pre-primary education in Zanzibar
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
East African Nature and Science Organization
Abstract
This study examined challenges experienced by teachers while implementing PPE in Zanzibar. The study employed qualitative methodology and a case study design. A total number of 18 respondents participated in the study where by nine were pre-primary school teachers, six were pre-primary school head teachers and three were quality assurance officers from the Ministry of Education. Data was collected by using a focus group discussion, semi structured interviews and documents. The study concluded that inadequate teaching and learning materials, low parental involvement, in-adequate training, shortage of qualified teachers, low parental economic status, shortage of play grounds, learners’ disciplinary and behavioral issues and overcrowded classrooms were key challenges encountered by teachers in the implementation of the PPE curriculum. The study recommends that government authorities that oversee PPE in Zanzibar should provide in-service training opportunities for teachers to be well prepared to handle the PPE more effectively. Relevant authorities should ensure construction of more classrooms to match with the enrollment ratios. Furthermore, there is a need to sensitize parents to get involved in their children’s school affairs for better outcomes to be realized.
Description
Full text article. Also available at https://doi.org/10.46606/eajess2022v03i05.0224
Keywords
Pre-Primary Education, PPE, Pre-primary education teacher, PPE teachers, PPE school head, Zanzibar, Teachers` challenges
Citation
Ali, A. C., Mligo, I. R., & Nsolezi, F. S. (2022). Challenges experienced by teachers in implementing the pre-primary education in Zanzibar. East African Journal of Education and Social Sciences (EAJESS), 3(5), 104-110.