Comparative Analysis of Teaching Effectiveness between Licensed and Normal Trained Teachers in Tanzania

Abstract

This paper utilizes data from a study that sought to compare teaching effectiveness between licensed and normal trained teachers in Tanzania. The study employed a descriptive research design and a theoretical framework of 5Es of Instructional model of teaching and learning. Data were collected from the field in two phases. In the first phase, qualitative data were collected on how licensed and normal trained teachers were able to prepare; schemes of work, lesson plans, lesson notes, teaching/ learning materials and curriculum, mastery of the subject and language use, marking students’ assignments, classroom management skills, methods of teaching and teacher personality. Second phase of data collection focused on quantifying some variables on important issues that arose during focus group discussions and key informant interviews. It is recommended that; the Ministry of Education, Science and Technology (MoEST) should provide enough funds for teaching and learning materials, and support the existing Teachers Resource Centres (TRC) so that there are regular and continuous in-service activities going on at the centres to equip teachers with more knowledge and skills. Zonal and District Secondary Schools Inspectorate officers should conduct frequent schools inspections in order to monitor the teachers in their day to day activities. School head masters/mistresses should see to it that daily routine of the teachers is monitored and that local arrangements are made for teachers to share knowledge and skills of teachers’ behaviour among themselves, and, Tanzania Institute of Education (TIE ) should ensure that schools curricula are in operation for a long time before changing them. Key words: Licensed and Normal trained teachers, teaching effectiveness, Block Teaching DOI: 10.7176/RHSS/10-6-10 Publication date: March 31 st 2020