JOURNAL OF ISSUES AND PRACTICE IN EDUCATION

Effectiveness of Institutional Policies for Academic Staff Retention: A Case of Three Selected Private Higher Learning Institutions in Tanzania

2025-08-25T12:46:27+00:00

This paper examines the effectiveness of university policies in retaining academic staff in private higher learning institutions (HLIs) in Tanzania. The study employed a mixed-methods research approach, collecting both qualitative and quantitative data to examine incentives, training, research support, and career development policies as variables for motivating academic staff in Tanzanian private HLIs in three universities in Tanzania. Additionally, 132 respondents were selected through a combination of random and purposive sampling procedures from the total population of 180 academic staff. The findings revealed that all three universities lacked career development policies. The study further revealed that the practice of religious regulations within an institution had a significant impact on promoting academic staff retention, but this effect depended on one’s religious affiliation. Additionally, it was revealed that training, research support, and career development policies had an impact on the retention of academic staff members at SEKOMU, SUMAIT, and ZU. The career development policy was observed as the most preferred policy among the others. The study concludes that retaining effective academic staff can give a university a competitive edge in recruiting qualified faculty. The study recommends that each private HLI in Tanzania should consider formulating and effectively implementing the relevant policies, such as training, career development, and research support, to attract and retain competent academic members of staff.

Teachers’ Understandings of Disability and Barriers to Disability-Inclusive Pre-Primary Education

2025-08-25T13:02:27+00:00

Though there is a good amount of research on inclusive education in Tanzania, there has been less attention to the teachers’ views on the concept of disability and barriers in the provision of inclusive pre-primary education. This study, therefore, was undertaken to explore how teachers view the concept of disability and barriers to disability-inclusive pre-primary education. This qualitative multiple case study used individual interviews and focus group discussions with teachers to collect data from four sampled schools that enrolled children in Tanzania, predominantly within Kagera Region. The study involved a sample of 26 participants, of whom 11 were female and 15 were male. The collected data through 15 individual interviews and four focus group discussions were subjected to thematic analysis procedures. Findings show that teachers understand the concept of disability differently: disability as a tragedy, disability as a societal problem, disability as a spiritual issue, disability as anger of ancestors, and disability as an ability-disability continuum. The identified barriers to disability-inclusive pre-primary education included: poverty; attitudes, stigma, and discrimination; inadequate teaching resources; inadequate infrastructure; and teachers and their practices. These barriers impact the transformation of pre-primary education into more inclusive education. The combined initiatives and efforts of various stakeholders to combat obstacles to promote inclusion in pre-primary education remain critical.

Motivational Factors Influencing Teaching Choice Among Primary School Teachers in Tanzania

2025-08-25T13:08:06+00:00

Understanding Motives behind choosing a teaching profession is crucial in influencing teachers' commitment and credibility. This study explores motivational factors influencing career choice among primary school students in the Tanzanian context. Based on the FIT-Choice Framework, the mixed-research design approach was used to integrate the quantitative and the qualitative aspects. The proportionate stratified random sampling technique was used to select 381 respondents, and the homogeneous purposive sampling was used to select 15 participants. The questions and the interview Questionnaires and interview guides with factors influencing teaching choice were used to collect information. Data were analysed using means, standard deviations (SD), Analysis of Variance (ANOVA) and thematic analysis. Data on rating-scale responses involving pragmatic, intrinsic, extrinsic and altruistic motives were identified. The results showed that pragmatic factors prompt 75% of teachers to aspire for a teaching career. In light of the findings recounted, teacher training policies should be revisited to professionalise teaching within the framework of lifelong learning and workshops on professional development for newly recruited teachers should be organised.

Awareness and Utilisation of Artificial Intelligence Tools for Effective Administration in Public Secondary Schools in North-Central Nigeria

2025-08-25T13:12:34+00:00

The study investigated the awareness and utilisation of artificial intelligence (AI) tools in the administration of secondary schools across North-Central Nigeria—a region marked by distinctive educational challenges and opportunities. The objectives were threefold: to assess the level of AI awareness among school administrators, evaluate the extent of AI tool utilisation, and identify barriers hindering their adoption for effective school management. To address these aims, three research questions were formulated. Using a multi-stage random sampling technique, 300 secondary school principals were selected as respondents. Data were collected through a researcher-developed instrument titled Principals’ Awareness and Utilisation of AI Tools Questionnaire (PAUATQ). Descriptive statistics, specifically mean and standard deviation, were employed for data analysis. Findings indicated low levels of AI awareness (M = 1.79, SD = ±1.04) and utilisation (M = 1.68, SD = ±1.29), with prominent adoption barriers including inadequate infrastructure and high costs of acquisition and maintenance (M = 2.86, SD = ±0.94). Based on these results, the study recommended that counselling psychologists and key educational stakeholders organise targeted workshops, seminars, and training programmes to enhance the technical competence and confidence of school administrators and teachers in implementing AI tools.

The Prevalence of Students' Guesswork in Multiple-Choice, Matching Items, and True-False Test Formats: Implications for Academic Performance in Tertiary Institutions in Tanzania

2025-08-25T13:41:18+00:00

This study examines the prevalence of guessing impact on performance in multiple-choice (MC), matching items (MI), and true-false (TF) test forms among Tanzania's university students. Since educational tests increasingly rely on objective test forms, the impact of guessing on test scores and student performance is worth understanding. In a correlational research design, data were collected from 121 participants from various programs in three institutions of higher learning in the Dodoma region. Data were collected using questionnaires designed to quantify students' guessing behaviour and perceived effects on examination performance. Data analysis using the Statistical Package for the Social Sciences (SPSS) revealed that 76% of students indicated guessing during examinations, and only 24% said they never did. The analysis also uncovered a statistically significant weak negative correlation (rs = -0.281, p = 0.002) between students' confidence in guessing and their belief about its impact on examination marks. This means that students who are more confident in their guessing strategies are less likely to view guessing as detrimental to their performance. The findings also indicate that guessing can threaten the validity of test outcomes such that correct answers do not accurately represent students' actual knowledge. It therefore implies that in this research, instructors should employ tactics that minimise guesswork behaviours.

Learning Environment for Visually Impaired Learners in Selected Inclusive Primary Schools in Tanzania

2025-08-25T13:52:11+00:00

The study examined the learning environment for visually impaired (VI) learners in inclusive primary schools in Tanzania. The study employed a mixed-methods research approach and a concurrent mixed-methods design. The study involved a sample of 192 participants. Data were collected through questionnaires, interviews, focus group discussions and observations for triangulation and complementarity purposes. With the aid of SPSS version 26, quantitative data were analysed by using descriptive statistics (presented in the form of tables) and inferential statistics by using the Mann-Whitney U Test. Qualitative data were thematically analysed using MaxQDA 24 and presented through explanations and direct quotations. Findings suggest that the learning environment for VI learners in Tanzania is relatively poor. It is recommended that the Government should collaborate with education stakeholders such as non-governmental organisations, development partners, and civil society organisations to ensure the availability of resources and training of teachers on inclusive pedagogical practices in primary schools.

The Feasibility of Flipped Classroom Approaches: Insights from Teachers and Students in the Selected Public Secondary Schools in Tanzania

2025-08-25T18:54:43+00:00

This study explores the feasibility of implementing flipped classroom approaches in Tanzanian public secondary schools, focusing on teacher and student perceptions, existing practices, resource availability, and strategies for adoption. Guided by Rogers’s Diffusion of Innovations theory (2003), a qualitative multiple-case design was employed across secondary schools in Dar es Salaam, Tanga, and Mbeya. Purposeful sampling guided the selection of schools and participants. Data were gathered through focus group discussions, semi-structured interviews, and non-participant observations to capture participants’ experiences and views. Thematic analysis was used to identify key patterns across the data. Findings indicate a limited understanding of flipped learning, with many participants equating it with traditional homework. Despite resource challenges, such as insufficient textbooks and limited ICT infrastructure, teachers and students expressed openness to the approach, mainly when supported by printed materials, collaborative learning, and parental involvement. Concerns emerged about its suitability for mathematics, where students preferred more direct instruction. The study highlights the importance of teacher training, infrastructure support, and context-sensitive strategies in facilitating flipped learning in low-resource environments. The findings provide actionable insights for enhancing engagement and learning through innovative pedagogical practices.

How Vulnerable Living Conditions Drive School Dropout in Tanzania: A Causal Analysis with Moderating Factors

2025-08-25T19:09:09+00:00

Abstract

Dropout rates in Tanzanian secondary education hinder students from progressing to higher grades or completing the education cycle. This challenge undermines the government's efforts to ensure high completion rates, despite policies aimed at improving secondary education access and quality. This study examines the impact of vulnerable living environments on early school leaving in secondary education in Tanzania. The study analyses time series data on dropout rates from 2019 to 2022, assessing the influence of students' persistence in vulnerable environments on dropout trends. Using Generalised Least Squares (GLS) regression with a random effects model, the findings reveal that students living in vulnerable environments are more likely to drop out of school early. The issue is particularly pronounced in rural schools, which often face socioeconomic disadvantages. Also, the study finds that the severity of the problem intensifies with advancing school years, partly due to the dynamic nature of regional demographics. Based on these findings, the study recommends policy interventions, including revising school establishment policies, restructuring the fee-free education policy, enhancing healthcare services for students living in vulnerable environments, and encouraging low-income families to participate in income-generating activities reflecting their contexts.

In-Service Education and Training and Teacher Performance in Ghanaian Senior High Schools

2025-08-25T19:14:22+00:00

This study investigated the nature and types of In-Service Education and Training (INSET) programmes and teacher performance in some selected Ghanaian Senior High Schools (SHSs). A concurrent mixed methods design was employed as the research design for the study. A total of 102 respondents, comprising 97 teachers, 4 headmasters and a district training officer, participated in the study. Teachers were selected using a simple random sample; headteachers and district training officers were also chosen using purposive sampling techniques. Questionnaires and semi-structured interview guides were used to gather the data. Data was analysed using descriptive, inferential statistics (one-way ANOVA test) and thematic coding analysis. The study revealed that, though INSETs were not frequently organised in the district, the few INSETs took the nature of seminars, workshops, and refresher courses. Also, results indicated curriculum-related INSET was the most effective INSET type, and positively impacted teachers' performance. These impacts depend on the nature and mode of implementation of INSET types. The study concludes that targeted, well-structured, and subject-specific training is key to improving the effectiveness of teacher professional development and performance. The study recommends that the Ghana Education Service (GES) organises more frequent, curriculum-related INSETs for teachers, do periodic mandatory training, differentiated training and use practical-based INSET strategies like demonstration. Implications for policy and practice are discussed.

Challenges of the Form One Orientation Programme in Tanzania: Experiences from Selected Community Secondary Schools in Moshi District Council

2025-08-25T20:04:06+00:00

The study objective was to identify the specific challenges of the Form One Orientation Programme (FOP) in community secondary schools within Moshi District Council. A qualitative research approach with a case study design was adopted. Two secondary schools were selected, with a total of 5 participants, including 2 Heads of Schools (HOS), 1 District Secondary Education Officer (DSEO), and two 2 Schools Quality Assurers (SQA). Data were gathered through semi-structured interviews and unstructured observations. Findings show that the majority of schools struggle to implement the FOP due to institutional barriers such as transferring of Form One students while the FOP is in progress, managing overcrowded classrooms, late reporting of students, and a lack of training for heads of schools in supervising the FOP. The study recommended future studies that could adopt a quantitative or mixed approach, using larger samples to assess the challenges of the FOP, to generalise the findings and examine strategies for unlocking the barriers to successful FOP.

Factors influencing teachers’ adoption of digital technologies in Tanzanian special needs classrooms

2025-08-25T20:09:36+00:00

What Drives Effective Tablet Use in Education? A Study of Teaching and Learning Practices in Singida Municipality, in Tanzania

2025-08-25T20:16:51+00:00

The use of Information and Communication Technology (ICT) in education has become a global strategy for transformation, particularly through mobile devices like tablets, which are being used to enhance both teaching and learning. In Tanzania, this effort has been supported by government initiatives such as the Secondary Education Quality Improvement Program (SEQUIP), which targets the enhancement of education in public secondary schools. Despite substantial investment, there remains a lack of comprehensive data on the impact of tablet use on teaching, particularly in settings with limited resources. This study evaluated how effectively mobile tablets are being utilised to improve teaching methods among public secondary school teachers in Singida Municipality, Tanzania. It specifically explored how tablet usage affects teacher engagement, professional development, technological and pedagogical knowledge, and collaborative teaching strategies. The research used a cross-sectional mixed-methods approach, involving 60 teachers selected through cluster and stratified random sampling. Data were gathered using semi-structured interviews, classroom observations, and document analysis. Principal Component Analysis (PCA) was applied to create a tablet effectiveness index, and both univariate and multivariate regression analyses were used to determine key influencing factors. Results showed that effective tablet use was strongly linked to increased teacher motivation and engagement (Adjusted Coefficient: 0.7, 95% CI: 0.47–0.90), as well as more frequent tablet use in everyday teaching (Adjusted Coefficient: 0.4, 95% CI: 0.26–0.55). Although age and educational background had significant effects in simpler analyses, they were not impactful in more complex models. Teachers’ comfort with technology and ability to troubleshoot also contributed positively, though less strongly. The research highlights the need for focused teacher training, better technical support, and supportive policies to encourage collaboration in teaching. These findings are valuable for decision-makers and education professionals seeking to enhance the use of digital technology in Tanzanian schools and contribute to the growing body of research on ICT in education in developing regions. The study recommends the establishment of a structured and continuous professional development program that integrates both technical training on tablet use and collaborative teaching strategies, ensuring teachers are equipped, motivated, and supported to effectively incorporate tablets into innovative and interactive classroom practices

Teaching Numeracy Skills in Early Childhood Education in Mkuranga District, Tanzania: Teachers’ Practices and Challenges

2025-08-25T20:24:33+00:00

The significance of the early years in shaping children's cognitive, emotional, language, and social development is widely recognised. This study investigated the numeracy teaching practices and challenges in pre-primary schools. This qualitative study was conducted in Mkuranga District, using a phenomenology design; nine (9) public schools were purposely selected for the study. The participants involved were pre-primary education class teachers who were also purposely selected. This was carried out after defining the study purpose and developing the inclusion criteria. The sample was homogeneous, as the recruited participants had similar characteristics and experiences. Participants were visited in their schools. Thematic data analysis was employed, where patterns (themes) were identified, analysed and interpreted. It was found that teachers focused on teaching children how to count numbers, addition, and subtraction. The findings revealed that teachers were not conversant with teaching numeracy skills to pre-primary children. Several challenges in relation to numeracy skills teaching, such as a lack of qualified teachers, overcrowded classrooms, changing curricula, and children’s absenteeism, were also found. The study, therefore, concludes that numeracy remains a key domain of learning, which is essential for success at school, providing a bridge to further study and work, and preparing children for future economic and social prosperity. Thus, teaching numeracy in pre-primary schools should be well structured to meet the intended goal.

Applying Childrens Songs in the Mother Tongue in Early Childhood Education in Tanzania: Educational Implications

2025-08-25T20:28:39+00:00

This qualitative study investigated how songs can reflect cultural values to enhance children’s participation in learning in early childhood education (ECE) in Tanzania. The focus of this study was to examine the application of mother tongue songs for children and teachers in the learning process as a vital component of their holistic development. To accomplish this goal, the study employed purposive sampling to select 18 respondents, strategically targeting individuals who could provide rich and relevant insights. A case study design was adopted to enable an in-depth exploration of the research context. Data collection methods included classroom observations, semi-structured interviews, and document analysis, which together offered a comprehensive view of the pedagogical practices under investigation. Anchored in Social Learning Theory, the study examined how songs can facilitate learning by enabling students to observe and imitate behaviours aligned with specific instructional goals. The data were meticulously coded and organised into coherent patterns, categories, and themes, allowing for a nuanced interpretation of the findings within the theoretical framework. The findings revealed that the use of songs in the mother tongue language is the most effective tool for children’s increased participation in classroom interaction in early childhood education (ECE). Songs offer numerous opportunities for children to acquire language skills and express their ideas and feelings, enabling them to communicate effectively with others. The study recommends that professional development for preprimary teachers should focus on the provision of effective music skills, and this should be conducted regularly to prepare them with appropriate knowledge and skills. Exploring the use of children’s songs will allow teachers to provide effective feedback, which will, in turn, boost children’s learning and enhance performance in ECE.

Strategies for Addressing Teachers’ Workload under Fee-Free Basic Education in Tanzania: Special Focus on Students’ Social Development

2025-08-25T20:34:21+00:00

This study investigated the strategies for addressing the increased teachers’ workload to promote students’ social development after the introduction of fee-free education in Tanzania. The government of Tanzania’s vow to expand school places in secondary schools in 2015 increased the burden on teachers, as the expansion of enrolment was not supported by a corresponding recruitment of teachers. The objectives of the study were to explore school management's interpretation of teachers’ workload for students’ social development and to investigate the strategies adopted to address the increased teachers’ workload in relation to the social lives of students. Using the ethnographic design of a qualitative research approach, the study employed in-depth interviews with four heads of secondary schools, four academic unit heads and four discipline unit heads forming a school management team. Data were analysed using Roper and Shapira’s (2000) five stages of thematic analysis. The results presented the participants’ perspective, defining teachers’ role in students’ social lives as crucial and irreplaceable, irrespective of the class size. Further, the study established that the strategies for addressing teachers’ workload for students’ social aspects included enhancement of school and community-based strategies aimed at reinvigorating the students’ social development rather than relieving teachers of their natural role. It is concluded that the student’s social growth is not yet addressed properly due to the absence of objective standards for measuring attainment of social competencies as is the case with academics. The study therefore recommends the establishment of assessment criteria for ascertaining the fidelity of implementing social aspects.

Instructional Modes and Manipulative Skills of Pre-Primary School Children in Ibadan, Nigeria

2025-08-25T20:40:02+00:00