Ministry Of Education , Science And Technology Research Articles

Teacher Preparedness and Strategies Used in Teaching of Climate Change Education in the Southern Region of Malawi

This study examined the preparedness of teachers and the strategies used in the teaching of Climate Change Education (CCE) in senior secondary schools in the Southern Region of Malawi. The mixed method convergent parallel design was employed as a scientific research methodology of examining this phenomenon. Data was collected from 422 participants consisting of 416 senior secondary school teachers in 52 schools, three inspectors of schools and three officers responsible for curriculum development. A statistical formula n = was used to arrive at the total sample in the study. Questionnaires, semi-structured interviews and lesson observations were used to collect field data. Quantitative data was analyzed using SPSS which helped to generate descriptive statistics of frequencies and percentages while qualitative data was analyzed thematically. The results indicated that most teachers are not well prepared in the teaching of CCE content in senior secondary schools as 93.2% of teachers responded that they never attended any training for CCE. It was also revealed that most teachers did not use transformative teaching strategies such as projects, fieldtrips and case studies in the teaching of CCE content in senior secondary schools. It was therefore recommended that the Ministry of Education, Science and Technology (MoEST) should prepare teachers by training them on how they can teach CCE content. There is thus a need to have Continuing Professional Development Programs (CPDs) so that teachers can share knowledge and skills on the teaching of CCE content. Teachers’ colleges and Universities should offer CCE courses to student teachers.

Impact of Guidance Services on Students’ Awareness of HIV/AIDS in Tertiary Institutions in Jigawa State

The aim of the study is to find out whether guidance services have impact on students’ awareness of HIV/AIDS in tertiary institutions in Jigawa state. The study used descriptive survey design; the population of the study consists of fifteen thousand four hundred and seventy-two (15,472) students in six tertiary institutions under the Ministry of Education Science and Technology (MOEST) Jigawa state. 375 used as sample size for the study which drawn from the population of tertiary institutions based on the provision of Krejcie and Morgan table (1971), simple random sampling technique was used in selecting two tertiary institutions. While the instrument used in collecting data was researcher developed questionnaire (QSAHA) in form of four point likert scale, rating from 4, 3, 2 and 1 as basis for scoring. It was accepted to be valid and reliable for administration. Three research questions and three hypotheses were tested and statically analyzed using descriptive statistics and t-test of independent sample at 0.05 level of significant. The findings of the study revealed that male students indicated positive awareness unlike their female counterpart and also students came from rural areas are more aware of HIV/AIDS infection than their urban counterpart. However, students that offered arts courses were positively aware of HIV/AIDS than their counterpart offering science courses. Many implications from the guidance services were drawn from the findings of the research prior to the findings it was recommended that; enlightenment campaign and career talks should be offered to female students due to the habit of shyness in the issue of awareness. It was also recommended that further researchers may conduct relevant research that correlate the relationship on the spread of HIV/AIDS between commercial sex workers and infected married women in the north-west zone of the state.

ENHANCING TEACHING AND LEARNING STRATEGIES FOR PUBLIC PRIMARY SCHOOL EDUCATORS TO ACCOMMODATE VERNACULAR LANGUAGE DIVERSITIES IN HANANG DISTRICT, TANZANIA

<p>The study assessed public primary school teachers' strategies for accommodating learners with vernacular language backgrounds in Hanang District, Tanzania. The study involved 110 participants, including 44 teachers and 49 pupils, 4 Ward Education Officers, 1 School Quality Assurance Officer, 1 District Primary Academic Officer, and 11 head teachers. The study employed a mixed research approach. The study selected the sample size using simple random and purposive sampling, and we collected the data through questionnaires, interviews, and observation. The collected data was analyzed using computer software, Statistical Package for Social Sciences (SPSS version 20). The study's findings indicated that most public primary school teachers in Hanang used multiple teaching strategies, such as songs, total physical response, questions and answers, the direct method, and reading aloud, to accommodate pupils with vernacular language backgrounds. These strategies were most frequently employed in lower levels, exceptionally standard one and two. Further, primary school teachers were using teaching and learning materials like pictures, photographs, drawings, cards, flip charts, and natural objects. Also, primary school teachers assess and evaluate their pupils through written exercises, tests, questions and answers, and oral quizzes. The study concluded that multiple teaching strategies helped learners with vernacular backgrounds in public primary schools to master Kiswahili. Also, the assessment and evaluation tools in public primary schools effectively accommodated all pupils’ capabilities and levels of skills. Therefore, teachers should construct standard tests. Hence, the study recommended that the Ministry of Education, Science and Technology (MoEST) organize seminars, workshops and in-service training (IN-SET) to update and impart new knowledge to the teachers on using teaching strategies and preparing practical assessment tools. The government should also employ enough primary school teachers specialized in early childhood education, construct many classrooms and supply sufficient and relevant teaching and learning materials.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0016/a.php" alt="Hit counter" /></p>

Assessing Factors that Influence Teenagers’ Involvement in Gambling Activities in Tanzania: A Case of Tandika Ward of Temeke District, Dar es Salaam - Tanzania

Gambling is not a new phenomenon in the society and to the field of scholars. The subject has been in existence since the ancient societies, nevertheless it has gained popularity with more human interactions and modernization. Of late, gambling has gained attention due to the age problem in which there is a concern of growing numbers of teenagers who engage in gambling activities. The main aim of this study was to assess the factors for increasing teenagers’ involvement in gambling activities. Thus, the objective of the study was to examine the effectiveness of legislation in controlling teenage gambling. The explorative study was conducted in Temeke district of Dar es salaam and it engaged both qualitative and quantitative methods. A sample of 99 participants was selected through simple random sampling, snow ball sampling and convenience sampling. The study employed in-depth interview and questionnaire to collect information that enabled the writing of this paper. Qualitative data was analyzed by use of thematic data analysis methods while quantitative data was analyzed with graphs and percentages of responses as well as paragraph explanations. The findings revealed that there are legislative factors that influence teenagers involvement into gambling activities, the factors include: ineffectiveness of Tanzania Gambling Act (TGA) of 2006, ineffectiveness of Gaming Board of Tanzania (GBT), District Administrative Secretary (DAS’) office, and Ward Executive Offices (WEO). The study recommended that the government should review the policies and clearly stipulate further restrictions and repercussions on areas concerning teenagers and/or under age involvement in gambling activities. Through the Regional Administration and Local Government Authority (RALG) departments and Ministry of Education Science and Technology (MoEST) to design awareness programs to the public and sensitize members of public on social and economic adverse effects of gambling to teenagers. Parents should be encourages to be responsible and accountable for the behaviors of their children. Also, the local government authorities should be training in technology aspects and equipped with resources to execute better on their roles in the communities.

Effects of Mainstreaming Learners with Autism on Their Educational Experience in Public Primary Schools in Nyamache Sub County, Kisii County, Kenya

: The purpose of this study was to determine the effect of mainstreaming among autistic learners on their educational experiences in primary schools in Nyamache sub-county, Kisii County, Kenya. The study specifically was guided to address the following objectives; to assess the effect of Peer Interaction on educational experience of learners with autism, to find out the effect of learner’s Self-management on educational experience of learners with autism, to assess the effect of Antecedent Procedures on educational experience of learners with autism and to examine the effect of Peer-Mediated Interventions on educational experience of learners with autism in primary schools in Nyamache sub-county. A descriptive survey design was adapted in this study. The researcher used purposive sampling to select the 11 mainstreamed schools out of 102 primary schools with ASD learners. The 11 head teachers from these schools and also the 36 SNE trained teachers were selected as the subject of the study totaling to 47 respondents. Structured questionnaires, and observation schedules were formulated to collect the required data. Data was analyzed using both descriptive and inferential statistics. Descriptively, frequency and percentages were used while for inferential statistics the Spear-man correlation and chi square test were used. The results revealed that the application of the four strategies played a significant role in improving the education experiences of the ASD learners in the mainstream schools. It was established that most of the respondents agreed that; pear interaction played a very significant role in enhancing education experience of learners with ASD. Similarly, majority of the respondents indicated that learner’s self-management, use of antecedent procedures and the peer mediated learning were also important strategies for enhancing education experience of the ASD learners. Further analysis using the chi square test of association and spearman correction revealed that there was a very significant association between the selected strategies for the study and educational experience of the ASD learners in mainstream primary schools. The study concluded that mainstreaming assists the learners with ASD as they learn new skills from their peers and hence their educational experiences are improved effectively. Based on the findings of the study, it is recommended that mainstreaming should be improved in all schools in order to accommodate learners who are challenges. Besides, teachers and other stakeholders in the Ministry of Education Science and Technology (MOEST) should take center stage to assist in recommending strategies on how to handle diverse learning in classroom

Shortage of School Physical Facilities as a Threat to Provision of Quality Education in Tanzania: A Case Morogoro Municipal Community Secondary Schools

This paper sought to investigate the shortage of physical facilities and how it threatens the provision of quality education in Tanzania. The study was carried out in ten community secondary schools in Morogoro municipality. Data were collected by using a questionnaire, interview, and observation checklist from students, teachers, school quality assurance officers (SQAs), heads of schools, and Municipal Secondary Education Officers (MSEO) for primary data. Nevertheless, a documentary review was used to collect secondary data. The collected data were analysed by using descriptive statistics for quantitative data and content analysis for qualitative data. The findings revealed that there was an acute shortage of school physical facilities to enhance effective teaching and learning in all visited schools. Such scarcity threatens the provision of quality education in community secondary schools in Tanzania, particularly in Morogoro municipality. The study recommended that the government and its agencies, the Ministry of Education, Science and Technology (MoEST) and Tanzania Institute of Education (TIE) work as a team to minimise the noted challenges. Finally, the study ended by recommending that other researchers may conduct a similar study focusing on rural public and private secondary schools in Tanzania

Assessment for Learning: Factors Influencing Utilization of Learning Targets and Criteria for Success in Teaching and Learning Mathematics

Assessment for learning is described as a process by which key information is communicated to learners through sharing learning targets and criteria for success in the teaching and learning process. Effective utilization of learning targets and criteria for success serves as the foundation for all other formative assessment strategies. This study assessed factors that influenced secondary school mathematics teachers' utilization of learning targets in line with formative assessment in the teaching and learning process. The study employed a mixed-methods research approach and consisted of 59 respondents drawn from twelve private and public secondary schools in Arusha City and Kinondoni Municipal in Tanzania. The data were collected through interviews, classroom observations, and questionnaires. Qualitative data from interviews were analyzed using thematic analysis. Quantitative data from classroom observation were analyzed statistically using nonparametric techniques such as Mann -Whitney U test and Kruskal-Wallis H test. The key instrument was the classroom observation schedule adapted from Oswalt (2013), which consisted of five Likert scales. Results show that learning targets were the most utilized aspect of formative assessment during teaching and learning mathematics. Analysis indicated that the demographic characteristic that influenced teachers' utilization of learning targets was teachers' gender. While teaching experience, training status, school types, qualifications, number of periods, and classroom size did not statistically influence teachers’ utilization of learning targets. The study recommends teachers' training on the utilization of learning targets in line with formative assessment. In addition, the Ministry of Education, Science, and Technology (MoEST) and Tanzania Institute of Education (TIE), in particular, should develop textual mathematics curriculum materials to support teachers with knowledge and skills regarding the utilization of learning targets and criteria for success in line with formative assessment.

Implementation of School Mapping and Micro Planning in The Supply of Teachers and Their Professional Development to Meet Demand in Public Primary Schools in Arusha Region, Tanzania

This seminar paper is guided by convergent design under a mixed-method approach to explore the implementation of school mapping and micro planning in the supply of teachers and professional development to meet demand in public primary schools in Arusha region, Tanzania. The study was guided by Open systems theory as postulated by Katz and Khan (1966). The target populations were 395,003. Both probability and non-probability sampling techniques were used while questionnaire, observation, Document schedule were used to gather quantitative information from pupils, teachers, Ward Education Officer, school Committee Members and interviews were used to collect Qualitative data from District Education Officer, District planning officer and District Executive Director. Quantitative Data were analyzed by descriptive statistics and qualitative by coding and creating themes and final data was merged to ensure comparison of the findings. The reliability of the instruments was tested by using the Cronbach Alpha; while conformability of qualitative data was ensured by adherence to data collection procedures and ethics. The study found shortage of teachers supply and undeveloped teachers in primary schools. From that school mapping and micro-planning were not active to ensure the supply of teachers and professional development to meet the demand in public primary schools in Arusha region. The study recommended that the Ministry of Education, Science and Technology (MoEST) Collaborate with the President Office Regional Administrative and Local government (PO-RALG) through Departments of planning should maintain school mapping and micro-planning through training and implement at district level for teachers supply and professional development to meet the demand in public primary schools. Local government and education stakeholders should mobilize and allocate reallocation funds for teachers’ recruitment at their locality and support teachers professional development in primary schools.

Building Capacity for Research Ethics: Policy Insights For Nepal

Knowledge and skills in research ethics are essential for conducting ethically responsible research. Despite some local policies, strategic guidelines, and manuals on the antithesis of research misconduct, researchers’ adherence to research ethics, especially ethically responsible conduct of research, is still critical in developing countries like Nepal. This study explores the policy provisions to develop researchers’ capacity on research ethics in Nepal. With the aim, we identified ten key documents related to research ethics from the University Grants Commission (UGC), Nepal Health Research Council (NHRC), and Ministry of Education, Science and Technology (MoEST). We analysed the provisions using the adapted version of Cooke’s framework for research capacity development. The result shows that although there are provisions for capacity development for scientific research, none provisioned that the higher education research institutions need to take action for developing early career researchers’ capacity on research ethics. Further, this review depicts several structural, institutional, and procedural limitations that make the condition difficult to adopt and implement those policies, strategic guidelines, and manuals.

Examining Challenges that Affect the Implementation of the National Reading Programme by Teachers: A Case of Selected Schools in Malawi

The Ministry of Education, Science and Technology (MoEST) in Malawi introduced the National Reading Programme (NRP) in 2015 to improve early grade learners’ literacy skills. However, results from the 2017 and 2018 national reading assessment for Standard 2, Standard 4, and the NRP monitoring strategy revealed that the state of reading achievement was still below average. This study therefore examined challenges that affect the implementation of NRP by teachers. The study was qualitative in nature and was guided by the Social Constructivist Theory. Data was collected through semi-structured interviews with sixteen teachers, four head teachers, two Primary Education Advisors (PEAs) and one NRP Officer. Documentary analysis and classroom observations were done to triangulate data collected through interviews.The study revealed that improvements in aspects of education systems including proper training and distribution of teachers, improved school infrastructure and community involvement, etc., are certainly necessary to achieve universal literacy. The study also suggested that it is only through everyone’s hard work and commitment that would ensure the realisation of the important goal of having all Malawian children be able to read and write.The study is important because it provides a set of principles of learning about ideas and practices that promote learners’ academic achievement in reading and writing. Another anticipated value of the study is that it aggregates previous relevant studies on the problems surrounding language curriculum implementation and synthesises the findings of previous studies.

Parental Contribution to Their Children’s Education in Public Secondary Schools in Lushoto District Council, Tanzania

The study investigated parental contribution to their children’s education in public secondary schools in Lushoto District. The study was guided by two (2) research questions. The study was guided by Epstein’s theory of school family and community partnerships. In this study, the researcher adopted a mixed method approach under which a concurrent embedded design was used. The targeted population were 53 public secondary schools which involved 53 heads of schools, 2160 students, 2160 parents and 486 teachers as well as 1 DSEO making a total population of 4860 respondents found in Lushoto District. The study used probability sampling and non-probability sampling techniques. The sample size comprised6 public secondary schools, 6 heads of schools, 96 teachers, 90 parents, 1 DSEO and 300 students which makes a total of 493 respondents. Information required to answer the research questions in this study was collected using questionnaires and in-depth interview guides. The study found that parents are not assisting their children with homework assignments. It has been found that majority of parents are not regularly attend school meetings to follow-ups their children education. Based on the findings it was concluded that parents have to lend support by taking an interest in the homework that their children bring home and finding the most effective ways to help them with assignments. Parents with their children at schools has to attend school meeting to know the educational progress of their children and to engage themselves to determine their level of understanding. The study recommended that government under the Ministry of Education Science and Technology (MOEST) should make sure that the parents are involved effectively to their children education by assisting their children with homework and heads of schools should encourage parent to attend school meeting to be aware with their children education.

Effectiveness of Learner Centered Methods on Enhancing Teaching and Learning Process in Public Secondary Schools Moshi District, Tanzania

The study was to investigate the effectiveness of learner centre methods on enhancing the teaching and learning processin public secondary schools in Moshi District Council, Tanzania. The problem of the study was answered by two (2) research questions. The researcher adopted a mixed-methods approach under which a convergent design was used. The study sampled 8 heads of schools, 8 academic teachers, 48 teachers and 160 form four students from 8 secondary schools and 1 district education officer, making a total number of 217 respondents. Information for this study was collected using questionnaires, interview guide and observation guide. Data were analyzed by the computer software that is a statistical package for social science (SPSS). The study found that learner centred teaching methods were applied at public secondary schools in the Moshi district. The study found that the majority of teachers applied learner centred teachingmethodson enhancing the teaching and learning process. Based on the findings, it was concluded that teachers used presentation, group discussion, questions and answers during the teaching and learning process. The study recommended that the government through the Ministry of Education Science and Technology (MOEST) should allocate enough funds to secondary schools for buying teaching and learning material that supported the application of learner centred teaching methods.

Improving learning and life skills for marginalized children: Scaling the Learner Guide Program in Tanzania

This report focuses on the process of implementing, adapting, and scaling the Learner Guide Program in Tanzania, which delivers life skills and mentorship provided by local female secondary school graduates (Learner Guides) to secondary school students as part of an 18-month volunteer program, in collaboration with the Ministry of Education, Science, and Technology (MoEST) and the President’s Office, Regional Administration and Local Government (PO-RALG)

The Impacts of Fee - Free Education Policy in Junior Secondary Schools in Tanzania

This study was based to examine the impacts of Fee-Free Education Policy in Junior Secondary Schools in Tanzania. The study used secondary data which were collected from the Ministry of Education Science and Technology (MOEST), National Examination Council of Tanzania (NECTA), United Republic of Tanzania (URT), Buchosa District Education Officer (BDEO), and other Non-governmental institutions. Finally, data were analyzed and presented. Data collection was guided by four objects such as the number of classrooms, the number of teachers, the number of students enrolled, and students’ pass rate. The findings from this study demonstrated that a fee-free education policy has shown a direct impact on junior secondary education. Through national examination, the students’ pass rate has improved, also to some extent number of teaches has increased. Apart from that, number of classrooms are imbalance with number of students. Therefore, this study recommended that the Tanzanian government should employ more qualified teachers, at the same time to build more classes to accommodate the number of students.

Provision of Educational Programs for Student-Teachers in Tanzania: Relevant Lessons from Crash and Normal Trained Teachers

This paper is based on a study that tried to establish the comparison of established two educational programs for student-teachers in Tanzania. The findings revealed that for the normally trained teachers, their academic programs and content were better designed compared to licensed trained teachers and thus they were more effective in teaching than the licensed trained teachers. It was recommended first and foremost, that The Ministry of Education, Science and Technology (MoEST) should provide and support general and specific in-service training programs, especially for the crash trained teachers, so that they become more knowledgeable and skilled in the teaching and learning processes. Furthermore, the MoEST should support the existing teachers’ resource centres with regular and continuous in-service activities at the centres to equip teachers’ knowledge and skills. Keywords : teachers’ knowledge and skills, Tanzania, students and teachers DOI: 10.7176/JEP/11-9-27 Publication date: March 31 st 2020

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

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

Management control system, organizational processes and institutional performance of technical training institutions in Kenya

The purpose of this study was to determine the Moderating Effect of Management Control System (MCS) in the relationship between Organisation Processes and Institutional Performance of Technical Training Institutions (TTIs) in Kenya. The study was a cross-sectional survey in nature and used explanatory research design with the population obtained from the TTIs that were registered with the Ministry of Education, Science and Technology (MOEST) and Technical and Vocational Education and Training Authority (TVETA) by 2015. The main research instrument was a closed-ended questionnaire. The hypotheses in this study were tested using Hierarchical Moderated Multiple Regression (MMR) and the study found that organization processes had a significant positive influence on the institutional performance of TTIs in Kenya. The study findings indicated that the estimated coefficient was 0.555 indicating that organization processes had a significant influence on institutional performance. Further, the study found evidence that (i) MCS moderates the relationship between organizational processes and institutional performance, (ii)) MCS had a moderating effect on the relationship between organizational processes and institutional performance of Technical Training Institutions (TTIs) in Kenya.

EFFICACY OF FIRE DISASTER MANAGEMENT POLICIES IN MANAGING FIRE OUTBREAKS IN TANZANIA’S SECONDARY SCHOOLS

Despite the issuance of policy directives, fire disaster events have continued recurring in Tanzania’s secondary schools unabated over the years. This paper, therefore, is based on a study that was conducted to answer the research question: Why do fire disasters continue to occur in Tanzania’s secondary schools despite the existence of policy directives issued by the Ministry of Education, Science and Technology (MoEST) for mitigating the problem? The study was guided by the critical policy analysis theory to investigate the efficiency of policy directives to manage fire outbreaks in secondary schools in three regions of Tanzania namely, Iringa, Mbeya and Kilimanjaro, as well as the MoEST Headquarters. The researcher adopted purposive sampling techniques to draw a sample of 116 participants from Zonal School Quality Assurers (ZSQAs), Regional Education Officers (REOs), District Secondary Education Officers (DSEOs), School Board Members (SBMs), Heads of Schools (HoSs), teachers and students, and the Commissioner of Education (CoE). The information from the participants was gathered using face-to-face interviews and Focused Group Discussions (FGDs). The study found that hardly had the policies issued by MoEST managed to mitigate the occurrence of fire outbreaks in the country’s secondary schools. The recurrence of the problem was aggravated by little initiatives on the part of the ministry to ensure that the policies issued are clearly understood by the implementers (Heads of School, teachers and students) at the secondary school level. Moreover, the system in place largely fails to solve on time inhibiting factors such as lack of accountability, making close follow-up and creating an enabling environment on the part of school authorities to facilitate the smooth implementation of policy directives. Thus, the study calls for a coherent formulation and implementation of policies coupled with capacity-building among key implementers at the secondary school level to curb regular occurrences of fire disaster events. Article visualizations:

LEVEL OF TOLERANCES BY CHANGING EMPLOYEES IN PRE-SCHOOL INSTITUTIONS IN KOSOVO

Pre-school education, early education and upbringing are a topic that re-emerges on the agenda of educational institutions in all countries. Pre-school education is an integral part of the unique education system in Kosovo, which is organized to function within nine years of education. Pre-school education in Kosovo aims to establish a legal basis for editing, improving and promoting and imroving upbringing at this level. The stated goal, but also all other goals of preschool education are regulated by law. In practice, the situation is different. That is why the Ministry of Education, Science and Technology (MONT) in Kosovo wants to introduce changes that are reflected in the implementation of the new curriculum and internal and external evaluation of schools. Therefore, the main subject of this work is the level of tolerance for changes in the staff in pre-school institutions in Kosovo. The aim of the research is to determine the level of tolerance for changes in employees in Kosovo pre-school institutions, whether it is private or state institucion. The data we will obtain with this research are essential for improving the process of upbringing and education at preschool level. In order to open up questions for further research, we consider it important to examine this area, and on the basis of the obtained results, help both the staff in pre-school institutions and all the leaders who are in charge of regulating the legal bases and regulations in Kosovo in order to improve the quality of teaching.

CHALLENGES FACING SCIENCE TEACHERS DURING IN-SERVICE PROFESSIONAL DEVELOPMENT PROGRAMMES: A CASE OF LINDI REGION

The main objectives of the paper were to identify challenges facing science teachers during  in-service professional development programmes in Lindi region. The study adopted a qualitative research approach based on descriptive survey design. Data were obtained from 63 respondents, of which, 54 were science teachers, and 09 heads of school. It employed purposive sampling technique. The data were obtained through interviews, questionnaires, and documentary reviews. Qualitatively data were analysed and subjected to content analysis. The study findings revealed that financial constraints, shortage of teaching and learning materials, lack of follow up, shortage of time were some of the factors that hinder the implementation of in-service professional development programmes for science teachers. The study concludes that there is a need to strengthen implementation of inservice professional development programmes to science teachers. The study recommends that, government through Ministry of Education, Science and Technology (MoEST) and Regional Administration and Local Government (RALG) should collaborate and ensure science teachers are well facilitated to improve access to in-service programmes. This will subsequently equip teachers with relevant skills to cope with new career and professional changes.  The study recommends for the conduct of regular seminars and workshops to raise science teachers’ awareness and enhance their knowledge competence and confidence in applying competence –based approaches in teaching and learning process.