Teacher-parent partnership in promoting social and emotional learning competencies among secondary school students in Tanzania: A case of Mbeya city
| dc.contributor.author | Enos, Jumanne | |
| dc.date.accessioned | 2024-03-11T11:02:18Z | |
| dc.date.available | 2024-03-11T11:02:18Z | |
| dc.date.issued | 2023 | |
| dc.description | Dissertation (Education) | |
| dc.description.abstract | This study intended to gain insights into the role of teacher-parent partnership in promoting social and emotional learning competencies among ordinary level secondary school students in Mbeya City, Tanzania. The particular focus was placed on self-awareness and responsible decision-making. The study sought to answer three main research questions which include: What strategies do teachers and parents employ in their effort to promote students’ competencies in self-awareness and responsible decision-making? How effective are the teacher-parent partnerships in promoting students’ competencies in self-awareness and responsible decision-making? What factors compromise teacher-parent partnership in promoting students’ competencies in self-awareness and responsible decision-making? The main study approach was qualitative and a case study design was employed. Focus group discussions, documentary analysis, and semi-structured interviews were used as data collection tools and were thematically analysed. The study identified diverse strategies that teachers and parents use to promote self-awareness and responsible decision-making. Findings, furthermore, revealed that, teacher-parent partnerships, particularly in the promotion of self-awareness and responsible decision-making, improved academic performance, reduced dropout, truancy and teenage pregnancies. Factors such as poor turn-up of parents in school meetings and poor educational background compromised the overall endeavours for students to develop various self-awareness and responsible decision-making-related competencies. It was concluded that, teacher-parent partnership is very vital in enhancing students’ self-awareness and responsible decision-making competencies. The study provides recommendations for policy and practices, and identified areas for further investigation. | |
| dc.identifier.citation | Enos, J. (2023). Teacher-parent partnership in promoting social and emotional learning competencies among secondary school students in Tanzania: A case of Mbeya city, (Master's Dissertation) The University of Dodoma. | |
| dc.identifier.uri | https://repository.udom.ac.tz/handle/20.500.12661/4218 | |
| dc.language.iso | en | |
| dc.publisher | The University of Dodoma | |
| dc.subject | Teacher-parent partnership | |
| dc.subject | Social and emotional learning competencies among students | |
| dc.subject | Learning competencies in secondary school | |
| dc.subject | Teacher-parent partnership in secondary schools | |
| dc.subject | Learning competencies | |
| dc.title | Teacher-parent partnership in promoting social and emotional learning competencies among secondary school students in Tanzania: A case of Mbeya city | |
| dc.type | Thesis |