Primary school teachers’ preparation and use of lesson plans in Igunga District, Tanzania

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dc.contributor.authorHalala, Remigius H.
dc.contributor.authorSeni, Abdallah Jacob
dc.date.accessioned2023-05-22T08:31:08Z
dc.date.available2023-05-22T08:31:08Z
dc.date.issued2022
dc.descriptionFull text article. Also available at https://dx.doi.org/10.4314/eajess.v3i4.201en_US
dc.description.abstractThis study examined teachers’ frequency of preparation and use of lesson plans. The study location was Igunga District of Tabora Region in Tanzania. Mixed approach and explanatory research design were used and a total of 69 respondents were sampled. Among them, 60 were teachers from four purposely selected primary schools, four were head teachers and five were school quality assurance officers. Data was collected through a questionnaire, an interview schedule and document. Analysis of data was done through the thematic approach and the descriptive statistics. The established that not all teachers prepared the lesson plans; there were those who prepared frequently, those who prepared occasionally and those who did not prepare at all. It is also concluded that not all teachers used the prepared lesson plans in the classrooms during teaching and learning process. There were those who used lesson plans frequently, those who used lesson plans occasionally and those who did not use the lesson plans at all in the teaching and learning process. The researchers therefore recommended that teachers should be given more in service training on the preparation of lesson plans and they should be closely capacitated for them to refrain from teaching without prerequisite guiding documents including lesson plans. Head teachers as internal quality assurers and the DSQAOs as external quality assurers should closely supervise teachers to fulfill this crucial role as professional teachers. Educational leaders at district and national levels should ensure effective preparation and use of lesson plans to teachers through close monitoring and facilitating teachers with all necessary tools for the preparation of lesson plansen_US
dc.identifier.citationHalala, R. H., & Seni, A. J. Primary School Teachers’ Preparation and Use of Lesson Plans in Igunga District, Tanzania. East African Journal of Education and Social Sciences (EAJESS), 3(4), 97-105.en_US
dc.identifier.issnDOI:10.4314/eajess.v3i4.201
dc.identifier.urihttp://hdl.handle.net/20.500.12661/3733
dc.language.isoenen_US
dc.publisherGITOYA CENTRE FOR ACADEMIC RESEARCH AND DISSEMINATIONen_US
dc.subjectLesson plansen_US
dc.subjectPrimary School Teachersen_US
dc.subjectPupils’ academic performanceen_US
dc.subjectQuality educationen_US
dc.subjectTanzaniaen_US
dc.subjectIgunga districten_US
dc.subjectTabora regionen_US
dc.subjectHead teachersen_US
dc.subjectQuality assurance officersen_US
dc.subjectQAOen_US
dc.titlePrimary school teachers’ preparation and use of lesson plans in Igunga District, Tanzaniaen_US
dc.typeArticleen_US
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