Secondary Schools In Tanzania Research Articles

Examining Stakeholders’ Prospects on the Implementation of Equity-Based Strategies in Public Secondary Schools in Tanzania

The desire to address equity issues in the education sector is a shared philosophy by a number of countries, including Tanzania. As a result, Tanzania as a country is striving to address the issue of equity in its education system through the implementation of various equity strategies. This paper therefore sought to examine stakeholders’ prospects on the implementation of equity-based strategies in public secondary schools in Tanzania. Precisely, the interest of the researchers was to explore what was being done in the selected public secondary schools to implement equity-based strategies. A mixed-methods research approach combining both qualitative and quantitative analysis approaches was employed. The study also used a multiple case study design, which allowed the selection of two case study areas i.e. Dodoma City representing the urban setting, and Kondoa district representing the rural setting. A total of One Hundred Forty-Four (144) participants from seven (7) public secondary schools were involved in the study. Data were collected through interviews and questionnaires. Quantitative data were analyzed through descriptive analysis and presented in numerical and graphical form while qualitative data were analyzed through inductive content analysis and presented in thematic form and narratives. Study findings revealed that the selected study schools were indeed implementing a number of activities towards the realization of equity and thus the prospects for implementing equity based strategies in these schools was found to be positive. For instance, activities such as the use of common and understandable language i.e., English and Kiswahili; ensuring that schools have qualified teaching staff, ensuring a supportive learning environment as well as strengthening and supporting school leadership were being implemented. Nevertheless, the study also noted that the implementation of some key factors critical for realization of equity in the schools such as incentive provision to teachers, use of appropriate technology and use of different learning styles was still weak and thus needed improvement.

Sports talent identification and development in Tanzanian secondary schools: what are the constraints and negotiation strategies?

ABSTRACT Secondary schools are regarded as vehicles for spotting and developing students’ sports talent. Some constraints often prevent students from developing their sports talent. Since there is hardly any study conducted to establish negotiation strategies toward alleviating the constraints for developing students’ sports talent, this study therefore, based on qualitative research conducted in seven public secondary schools in Tanzania, determined the constraints and negotiation strategies toward identifying and developing sports talent. The study identified several constraints including inappropriate considerations of diversity for students in sports programmes, inappropriate sequence and supervision of sports programmes, limited sports facilities and equipment, competitive atmosphere as well as inadequate human resources and time allotted for sports talent programmes. Similarly, increasing the supply of human, physical and time resources, ensuring practices with consideration of training hours and strategic planning with adherence to sports policy were identified as the negotiation strategies toward alleviating the constraints toward sports talent identification and development.

A qualitative approach on the instructional materials used in teaching and learning of English Language in Tanzania's secondary schools

This study investigated the use of instructional materials in teaching English at secondary schools in Tanzania. The study aimed to achieve three objectives: firstly, to identify the instructional materials utilized for teaching and learning English in secondary schools in Tanzania; secondly, to explore how learners engage with these instructional materials; and thirdly, to examine the rationale behind the selection and utilization of these materials. It used a qualitative approach with a case study design and it involved twelve English language teachers and form three students. The qualitative case approach was used to observe the classroom and conduct interviews to collect data and they were analysed thematically. The findings reveal that teachers employ both printed and handwritten materials for English instruction in Tanzania. Learners interact with these materials primarily through reading, writing, and responding to questions. The choice of materials depends on what is being studied, their availability, easiness to use and economic reasons. The study has the implication on the definition of instructional materials that it adds that the definition of materials needs to be modified by including people and their actions, such as humour, laughter, sarcasm, gestures, bodily movements, reactions to stimuli like questions, speech and its supra segmental or prosodic features during instruction. It recommends that training teachers to be creative in using materials and the government has to provide infrastructure to support electronic devices in schools.

Teachers’ Perceptions towards Disruptive Behaviours among Students in Public Secondary Schools in Tanzania

Disruptive behaviours among secondary school students adversely affect students, teachers, parents and community members. This study explores teachers’ perceptions towards disruptive behaviours among students in public secondary schools in Tanzania. This qualitative study involved 50 teachers selected from four public secondary schools from two councils, namely Mwanza City and Ukerewe District, both found in Mwanza Region, Tanzania. Data collection was done through interviews, focus group discussions, and document reviews. The analysis was thematic and MAXQDA. The findings showed that teachers perceived students’ disruptive behaviours as problematic to the teachers, peers, school administrators, parents, and the community at large. This is because they were experienced with various forms of students’ disruptive behaviours ranging from less severe problems such as noise making and truancy to severe ones such as delinquency and aggressive behaviours. The conclusions are that teachers and students in public secondary schools are not physically and psychologically safe because, apart from interfering with teachers’ activities and properties, some of the students’ disruptive behaviours are threats to students’ and teachers’ lives, particularly by being attacked, humiliated, abused, injured and even sometimes killed.

The Impact of Teachers’ Classroom Monitoring to Enhance Students Learning Mathematics in Secondary Schools in Tanzania

The Impact of Teachers’ Classroom Monitoring to Enhance Students Learning Mathematics in Secondary Schools in Tanzania

Perceptions of Students and School Workers on Nurturing Programs in Selected Adventist Secondary Schools in Tanzania

This study investigated perceptions of school staff and students on nurturing programs in three Adventist secondary schools in the Sothern Tanzania. A self-devised questionnaire was used to collect data from 284 students and 57 school staff. Data analysis involved frequencies, percentages, mean scores and standard deviations. Out of the findings, the study concluded that both school staff and students had positive perceptions on most of the programs designed in the Adventist Schools. However, both staff and students had negative perceptions on spiritual nurture programs through the use of social media, websites and of outreach program for spiritual development. Based on the findings, administrators in the Adventist schools need to ensure creativity and technological innovations for spiritual, social and character development programs to be more effective. This can be attained by designing active school websites, blogs and online televisions where all spiritual, social and character development programs and activities can be visible.

Implementation of inclusive education in Tanzania secondary schools: placements and supports for students with disabilities

ABSTRACT This paper examined placements and supports for students with disabilities (SWDs) in inclusive secondary schools in Tanzania. Two research objectives were addressed in this study: (i) to analyse placements of SWDs in inclusive secondary schools and (ii) to find out support and supporting procedures for SWDs in inclusive secondary schools. Data were collected from 42 participants through interviews and focused group discussions and were analysed thematically. Findings indicated that there was one approach of least restrictive placement that was divided into two: least restrictive regular classrooms and least restrictive classrooms with resource rooms. While students with physical impairment were comfortable and happier in least restrictive regular classrooms, students with hearing impairments preferred least restrictive with resource room placement. Findings indicated different supports such as emotional, spiritual, social, materials/tangible things as well as academics. Revision of screening criteria for SWDs to ensure efficient and appropriate placement is recommended.

Competence based curriculum in practice: English curriculum implementation prospects and challenges in Mtama District secondary schools in Tanzania

Competence based curriculum in practice: English curriculum implementation prospects and challenges in Mtama District secondary schools in Tanzania

Teachers' technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania

This study investigated teachers’ understanding of ICT integration in implementing a competence-based curriculum (CBC) among public secondary schools. Interviews and focus group discussions were used to collect the data from 139 teachers, academic teachers and the head teachers. Simple random and purposive sampling was used to obtain participants. The thematic analysis covers the whole process of data analysis. The study findings revealed that most teachers are aware of the Education and Training Policy and ICT Policy. However, they could not link their teaching practices in the classroom to meet policy goals, 85% of teachers did not integrate ICT as a pedagogical tool in their teaching and learning process, most teachers did not use online assessment, and the most used ICT devices were smartphones, computers and laptops. The study found that most teachers understand the benefit of ICT in implementing a competence-based curriculum. The study recommends aligning our policies and practices, especially in real school environments.

Enhancing Chemistry Learning Using Language Supportive Pedagogy in Multilingual Classroom

While there is a rich literature on science teaching and learning, little is hardly documented about how Chemistry learning is enhanced in lower secondary schools in Tanzania. This qualitative study assessed Chemistry learning using the Language Supportive Pedagogy (LSP) approach in multilingual classrooms. The study was conducted in community secondary schools in Kagera Region and it involved 30 Form II students who were randomly selected. It also involved 5 in-service Chemistry teachers in the host schools and 5 student teachers from the University of Dodoma with Chemistry specialties and Language Supportive Pedagogy (LSP) skills. Both in-service and student teachers were purposively selected for the current study. LSP employed a bilingual teaching approach whereby Kiswahili was strategically used alongside English to enhance Chemistry learning. Data were collected through interviews, Focus Group Discussions and classroom observation. The study findings revealed that most students were able to use subject specialism vocabulary when interacting with fellow students, teachers and subject matter, participate in English discussion and respond to questions in English despite minor grammatical errors in their speeches. Similarly, in-service teachers, student-teachers and students recommended the LSP approach to facilitate more engagement of students in Chemistry learning through intentional scaffolding. The study concludes that more students engage in learning activities through familiar language and instructional scaffolding assured students’ confidence and interest in learning Chemistry. It recommends the scaling up of the LSP approach in other regions in Tanzania in an attempt to enhance smooth Chemistry learning.

Examining the influence of gender-responsive pedagogies on students’ academic performance in secondary schools in Tanzania: The case of Mafia, District

The relationship between gender-responsive pedagogy and student learning is seldom investigated. This study, therefore, examined the influence of gender-responsive pedagogies on students’ academic performance in Tanzanian secondary schools. The study employed a mixed methods research approach to gain an in-depth understanding of the phenomena under investigation. A total of 249 participants engaged in surveys and interviews. The reliability of the instruments was assessed by using Cronbach’s Alpha. Descriptive statistics and multiple linear regression models were used in analysing quantitative data. The findings revealed that most secondary school teachers possessed an understanding of gender-responsive pedagogies, particularly in adopting gender-sensitive language and considering the distinct needs of both male and female students in their teaching practices. Several practices significantly and positively influence students’ academic performance. These include teaching reinforcement (β=0.176, P=0.001), giving sufficient time for shy students to answer questions (β=0.163, P=0.001), encouraging mixed-gender groups (β=0.036, P=0.205), and providing equal opportunities for students to be group leaders (β=0.084, P=0.001). The study recommends that awareness creation through pre-service and in-service teacher education would facilitate teachers to become more proficient in using gender-responsive pedagogies.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

Exploring the injustices perpetuated by unfamiliar languages of learning and teaching: the importance of multi-angle, learner-focused research

ABSTRACT This paper argues for the importance of foregrounding learners’ experiences in language-in-education research, particularly in sub-Saharan Africa and other postcolonial contexts where there is an unfamiliar language of learning and teaching. Standing firmly on the shoulders of decades of research that compellingly demonstrates a range of ways in which the use of an unfamiliar language is detrimental to classroom practice and learning outcomes, we suggest that there are yet further negative consequences that are currently under-researched. We argue that combining observation of learners with methods that create space for learners to explain their experiences in their own words enables important new insights into how epistemic injustices intersect with broader structural injustices in learners’ lives. Our proposition is informed by our work and research in a variety of contexts but draws most heavily from qualitative research conducted with young people in primary and secondary schools in Tanzania, Rwanda and South Africa. Our conclusions demonstrate how learner-focused research could importantly and beneficially extend the evidence base that is available to support calls for changes to language-in-education policy and practice.

A National E-assessment Implementation Framework: Assessing Readiness in Secondary Schools and Teacher Education in Tanzania

Nearly every aspect of teaching and learning in the education sector has undergone a technological and pedagogical shift globally. The outburst of the COVID-19 pandemic and the digital advancements in recent years are two major factors that have geared and transformed the sector practically. Due to the rapid population growth and the fee-free education policy, candidate enrollment is constantly expanding, so it is crucial to devise an efficient, cost-effective, and secured approach for conducting educational assessments. This paper explores the possibilities of implementing a national e-assessment system for teacher education and secondary schools in Tanzania. Considering that the e-assessment philosophy is diverse, interdisciplinary, and multidimensional, a holistic research approach focused on library search, document review, and international benchmarking was applied. The e-assessment adoption framework and its design are based on expert opinion. The data used for theoretical and qualitative analysis was captured from the candidate and school registration portals. The study suggests that e-assessment in Tanzania is an inevitable part, especially in the educational system of the 21st century. More importantly, the findings show that e-assessment for teacher education appears to be more pressing as it can be deployed quickly given the computing status and educator readiness in teacher training colleges. For secondary education, e-assessment seems possible in about 6.4% of all schools that currently offer computer science as a subject. To facilitate a seamless adoption process and secure registration of examination centers, a national e-assessment framework is proposed. The framework is tailored to the local context as it applies adaptive staging, on-demand, and ready-to-go approaches to ensure the adopted solution is feasible and sustainable. Through this framework, you can tell whether certain schools are prepared to switch from conventional pen-and-paper exams to e-assessments.

School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers

This study aimed at examining teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision through interviewing 28 and surveying 94 secondary school teachers in public secondary schools in Tanzania. In this mixed concurrent and cross-sectional case study design, school heads respecting teachers as professionals was a first dominant practice in clinical supervision and academic mentorships was a last dominant practice. Despite of dominance, school heads’ commitments in practicing six characteristics of clinical supervision was positively perceived by male and female teachers and no statistically significant difference (p<0.05) was observed among them. Due to school heads’ commitments in undertaking six characteristics of clinical supervision, teachers’ sense of teaching professional competence grew sufficiently. The study found a positive correlation and statistical significance (p<0.01) between school heads’ commitments in practicing six characteristics of clinical supervision and teachers’ sense of teaching professional competence development. The study concludes that through six characteristics of clinical supervisor, male and female teachers were equally supervised by school heads. It also concludes that six characteristics of clinical supervision are positive predictors for developing teachers’ sense of teaching professional competences.

Second Language Learning for Sustainable Development: Barriers for Learners in Rural Communities

Learning of second language for sustainable development is defined as learning language that changes skills, knowledge, values and attitudes to build more sustainable and just societies for all (UN 2015: UNESCO 2017). It would not be preposterous to opine that language and communication play a paramount role in the quest for development, be it human, social, political, technological and any other form of development. Looking in Tanzania as a country, the plurality of ethnic languages through information flows, undoubtedly constitutes a barrier to effective human development processes. It draws on data from students in rural communities in one of the ward secondary schools in Tanzania. The study specifically sought to find out the type of pronunciation errors that students frequently commit and teachers views on how pronunciation errors can be addressed. Transfer of Learning Theory by Thorndike (1923) and Contrastive Analysis Theory by Charles Fries (1945) informed the collection and analysis of the qualitative data. Thus, data were collected through interviews with teachers and students and pronunciation tests administered through a wordlist and analyzed qualitatively. Seven teachers in three ward secondary schools and 35 students were involved. The findings of the study revealed that mispronunciation of English words was due to the difference in sounds between student’s mother tongue and English language. Moreover, the findings revealed that students lacked linguistic exposure as most of them meet English at school and constantly use Kiswahili and mother tongues at home. Therefore, teachers become the chief language input providers. The study recommends that teachers should take note of these differences in sounds and limited exposure to English language when designing and implementing lessons in classrooms since they are the main language input providers.

Discursive Construction of External School Quality Assurance Policy Actors’ Power in Selected Secondary Schools in Tanzania

In 2017, the School Quality Assurance (SQA) policy was adopted and implemented in secondary schools in Tanzania. Since the beginning of its implementation to date, not much is known about how SQA policy discourses construct external SQA policy actors’ power versus internal SQA policy actors. This study analyzed how SQA policy discourses discursively construct external SQA policy actors’ power in selected secondary schools in Tanzania. Since policies are implemented through the production, distribution, and consumption of texts and discourses, the study was mainly based on textual and discourse analyses. Findings indicate that SQA policy discourses reconstructed the power of external SQA policy actors rather than the internal SQA policy actors and stakeholders. It is argued that by empowering external SQA policy actors, SQA policy implementation becomes more or less the same as school inspection. It is recommended that an effective SQA policy implementation needs to empower internal SQA policy actors because they interact daily with teachers and students to improve teaching and learning, curriculum, school leadership, school environment, and community engagement.

Improving Parent-Child Interaction and Reducing Parental Violent Discipline – a Multi-Informant Multi-Method Pilot Feasibility Study of a School-Based Intervention

Abstract Purpose Globally, many children are exposed to violent discipline in multiple settings. Interventions to prevent violent discipline are therefore highly needed. In the present study, the feasibility of the intervention Interaction Competencies with Children – for Parents (ICC-P), an additional module of a school-based intervention for teachers, was tested. The intervention aims to prevent violent discipline by changing attitudes towards such method and fostering supportive adult-child interaction through non-violent interaction skills. Methods In total, 164 parents (Mage= 39.55, range = 24 70, 72.3% female) from four public secondary schools in Tanzania participated in a four-day training conducted by six trainers (Mage= 44.67, range = 40–47, 50% female). Using a One-Group Pre-Post design, we measured the feasibility and preliminary effectiveness of the intervention qualitatively and quantitatively. Parents were assessed via self-administered questionnaires before and six weeks after the intervention. Trainers rated the implementation of every workshop session. Results Based on descriptive statistics and Classical Content Analysis, implementing trainers and participants rated ICC-P as feasible. Participants indicated a high need for such interventions and showed high acceptance. They were able to integrate core aspects of the intervention in their daily interactions with children. Using t-tests, ICC-P proved to be preliminarily effective; parents reported applying less violent discipline and holding more critical attitudes about such measures after the intervention. Conclusion ICC-P is feasible intervention that showed initial signs of effectiveness. We recommend combining the parents’ training module with the teachers’ module to prevent violence in multiple settings.

Determinants of Performance of Students With Physical Disabilities in Secondary Schools in Tanzania

Literature acknowledges on the importance of assessment for learners at all levels of education. Specifically, the study sought to determine indicators of performance of students with physical disabilities in secondary schools in Tanzania. The focus of the study was on level of attendance in classroom, frequency of attendance in sports, ability to accomplish assignments and tests, and grades attainment in assignments and tests (Academic and non-academic performance indicators). The study was conducted in Dodoma which is the recent capital city of Tanzania. The study used a quantitative approach by employing a multistage sample of 294 teachers and 33 students with physical disabilities. Data of the study were collected through the use of a cross-sectional survey with structured questionnaires data collection tools. On the other hand, data analysis was done through descriptive and analysis of variance (ANOVA). The study findings show that attendance in classroom, and completion of tasks and assignment significantly predict performance of students with physical disabilities in secondary schools. However, participation in sports and attainment in tests and assignments’ statistical significance in predicting or indicating performance was low. It is thus conclusive that attendance of students with physical disabilities in classroom and outside activities, and accomplishment of tasks and assignments are essential indicators of performance of students with physical disabilities in secondary schools in Tanzania.

The centrality of school leadership culture on students’ performance: The experience of high performing public secondary schools in Tanzania

The impact of the school leadership culture on educational institutions is widely known but it is unclear how it is associated with students' performance, especially in high performing public secondary schools. This paper reports on a study that examined the association between the school leadership culture and students' performance in high performing public secondary schools in Tanzania. The study adopted a mixed-methods approach with a concurrent embedded design, involving a total of 235 participants. Data were collected via questionnaires, interviews and documentary review. The quantitative data were analysed using Spearman's Correlation Coefficient, while the qualitative data were analysed thematically. Generally, the results revealed a significant positive correlation between the school leadership culture and students' performance (r=.653, p < 0.01). Specifically, students' performance correlated positively with their involvement in academic planning (r = 0.26, p < 0.01) and decision making (r = 0.29, p < 0.01), the timely communication of their academic progress (r = 0.65, p < 0.01), their cooperation with teachers (r = 0.64, p < 0.01) and their motivation (r = 0.63, p < 0.01). Policymakers and educational practitioners should strive to foster a positive school leadership culture so as to reduce the performance disparity that has persistently plagued public secondary schools in Tanzania.