JOURNAL OF ISSUES AND PRACTICE IN EDUCATION

Participation of Female Teachers in Professional Development And Capacity Building: A Case of Four Selected Provinces in Zambia

2025-06-13T15:08:03+00:00

This study aimed to identify challenges female teachers in Zambia face regarding professional development and to propose measures to overcome these obstacles. Transformative Learning Theory and a pragmatic research philosophy utilized an embedded mixed-methods design. Quantitative survey data, including correlational analysis, were the primary source of information. At the same time, qualitative interviews were conducted to provide supplementary insights. The research utilized systematic random and purposive sampling, conducted across four provinces with a sample of 1017 participants calculated using the Yamane formula. Data were collected through self-administered surveys and semi-structured interviews and analyzed quantitatively using ANOVA and qualitatively through thematic analysis. Key findings revealed that female teachers faced significant challenges, including a lack of support from school administrators, hectic work schedules, role conflicts between domestic and professional responsibilities, financial constraints, and individual factors. To combat these issues, the study recommended regular school visits by in-service officers, flexible work schedules, reduced workloads, utilizing school administrators as instructional leaders during ‘Continuous Professional Development (CPD)’, and providing accessible professional training for all teachers. The study recommended that school administrators implement flexible work arrangements to support female teachers’ professional growth. At the same time, policymakers must ensure that training opportunities are available regardless of teaching level. In-service officers should maintain regular engagement with schools.

The Role of Teachers in Enhancing Inclusive Education: A Case Study of Primary Schools in Zanzibar

2025-06-13T15:22:06+00:00

The study aimed to investigate the role of teachers in promoting inclusive education in primary schools in Zanzibar. Using a case study design to gain in-depth insights, the study employed a qualitative research approach. Data were collected through semi-structured interviews, classroom observations, and focus group discussions (FGDs) involving 45 respondents selected through purposive and convenience sampling techniques. FGDs included primary school students from various classes, contributing diverse perspectives on inclusivity. The study was guided by Vygotsky’s Sociocultural Theory (SCT), which provided a framework for understanding how teachers facilitate inclusive learning environments that support students with disabilities. The findings indicated that primary school teachers in Zanzibar possessed a positive attitude toward inclusive education and demonstrated awareness of its principles. However, the study also identified several challenges hindering effective implementation. These included a lack of appropriate equipment for learners with disabilities, insufficient teaching and learning resources, and inadequate infrastructure. These limitations significantly constrained teachers’ ability to deliver inclusive instruction. Based on these findings, the study recommends that the government increase funding allocations to promote inclusive education, invest in adequate teaching and learning materials, and improve school infrastructure to support the diverse needs of all learners.

Assessing the Experiences of Teen Mothers under the Re-entry Policy in Secondary Schools: A Case of Uyui District Council- Tabora, Tanzania

2025-06-14T12:24:31+00:00

This study aimed to assess the experiences of teen mothers re-entering secondary schools under the re-entry policy in Uyui District. Guided by Max Horkheimer's Critical Theory, the study adopted a case study design appropriate for examining social realities within their natural contexts. A purposive sample of ten teen mothers who had returned to school was selected, and data were gathered through unstructured interviews. Thematic content analysis was used to interpret the data. Findings revealed significant barriers to successful reintegration, including financial hardship, psychological distress, and limited participation in social activities. The study recommends that the government and educational stakeholders implement targeted awareness campaigns in schools and communities to reduce stigma. These could include workshops, seminars, and public service announcements. Additionally, further research is recommended to examine how the implementation of the re-entry policy affects teen mothers' academic performance.

The Impact of Servant Leadership Behaviours on Secondary School Students' Academic Achievement in Tanzania

2025-06-14T12:35:53+00:00

This study examined the impact of servant leadership on students' academic achievement in public secondary schools in the Mpanda Municipal Council, Tanzania. The study assessed the prevalence of servant leadership behaviours and their relationship with teacher empowerment and student performance. Using a quantitative approach and a cross-sectional survey design, data were collected from 187 participants and analysed through descriptive statistics and linear regression using IBM-SPSS. The null hypothesis that servant leadership behaviours are rarely practised in public secondary schools was rejected, confirming the presence of such leadership practices. The study concludes that servant leadership is evident, as school heads consistently prioritise their subordinates when addressing school-related matters. The study recommends that school heads proactively address their subordinates' needs to cultivate a culture of self-giving among teachers, which, in turn, can contribute to improved student achievement.

The Influence of School Quality Assurance Practices on Pupils’ Academic Performance in Public Primary Schools in Moshi Municipality, Tanzania

2025-06-14T12:40:51+00:00

This study examined the influence of School Quality Assurance (SQA) practices on pupils’ academic performance in public primary schools in Moshi Municipality. It focused on key quality assurance components, including inspections, teacher evaluations, and curriculum implementation checks. The study adopted ISO 9000 Theory as its theoretical framework, recognising it as a global standard for quality management and assurance practices. A mixed-methods approach with a convergent design was employed, involving a sample of 260 respondents. Teachers were randomly selected, while headteachers and School Quality Assurance Officers (SQAOs) were purposively sampled. Data collection involved questionnaires with closed-ended questions for teachers and in-depth interviews with headteachers and SQAOs. Quantitative data were analysed using descriptive statistics with IBM SPSS v20, while qualitative data were analysed thematically. Findings revealed that over 83% of teachers reported that SQA practices—particularly through formal reports—had a moderate to significant positive impact on pupils’ academic performance. This impact was attributed to improved curriculum implementation, qualified teaching staff, and the use of appropriate instructional materials. However, several challenges hindered effective SQA implementation. These included inadequate instructional resources, limited motivation among SQAOs, time constraints during inspections, and teachers’ reluctance to implement recommended changes. The study concludes that while SQA practices contribute meaningfully to academic improvement, their impact is undermined by infrequent visits and systemic limitations. It recommends the development of a digital monitoring system, increased investment in SQAOs' professional development, and enhanced resourcing to support more effective and timely quality assurance processes.

Parental collaboration in implementing the competency-based curriculum for learners with special needs in primary schools: A case of Thika West Sub County, Kenya

2025-06-14T12:45:17+00:00

Bibliometric Analysis of Psychological Distress Among Higher Learning Students in Africa

2025-06-14T12:51:11+00:00

This bibliometric study explores research trends, collaborative networks, and thematic focus areas within the field of psychological distress among higher education students in Africa. It offers a comprehensive overview of recent scholarly contributions, identifying key researchers, institutions, and publication patterns. A total of 877 empirical studies were retrieved from the Dimensions database using predefined search criteria. After a rigorous screening and eligibility assessment, 264 studies met all inclusion criteria and were included in the final analysis. Using VOSviewer 1.6.20 software, the study conducted network analyses and generated data visualizations to map research collaborations and thematic developments. The University of Cape Town and Addis Ababa University emerged as leading institutions in publishing research on psychological distress in Africa. Notably, countries such as South Africa, Ethiopia, Canada, Ghana, Kenya, and Uganda demonstrated high levels of international research collaboration in this domain. Keyword analysis revealed that the research is strongly tied to broader issues concerning societal, health, and psychological well-being. Thematic analysis identified several core research clusters, including the epidemiology of psychological distress, the impact of the COVID-19 pandemic, and mental health challenges among university students. Citation analysis further highlighted the most influential authors, institutions, and publication sources, offering deeper insights into the field’s academic landscape. This study provides critical insights into the evolution of research on psychological distress among higher education students in Africa, emphasizing key trends, collaborative patterns, and thematic developments that can inform future research and policy initiatives.

Assessing Lecturers’ Teaching Strategies for Learners with Hearing Impairment in Tanzanian Higher Learning Institutions

2025-06-14T12:56:04+00:00

This study assessed the teaching strategies employed by lecturers to support learners with hearing impairments (LwHI) in higher learning institutions in Tanzania, addressing a critical gap in inclusive education practices. The research underscores the importance of adapting pedagogical approaches to promote equitable learning opportunities for all students. The study was guided by two objectives: (i) to examine the current teaching strategies utilized by lecturers in inclusive classrooms, and (ii) to explore the perceptions of LwHI regarding the effectiveness of these strategies. Employing a qualitative research approach within a single case study design, data were collected through semi-structured interviews with a purposive sample of 10 lecturers and 10 students with hearing impairments. The findings revealed that lecturers implemented a range of instructional strategies, including video captioning, transcription, sign language interpretation, visual aids, and the use of multimedia resources. Additionally, assistive technologies such as listening devices were employed alongside collaborative learning techniques. Despite these efforts, both lecturers and learners reported several challenges, including limited proficiency in assistive technology use, overcrowded classrooms, time constraints, and communication barriers due to unreliable interpretation services. The study recommends enhanced classroom modifications, targeted training for lecturers in sign language, and the increased application of interactive teaching methods. Furthermore, it calls on curriculum developers to integrate the specific needs of learners with hearing impairments into educational planning and instructional delivery.

Impediments Encountered by Female Learners in Access to Diploma Education Through Open and Distance Learning in Tanzania

2025-06-14T13:17:41+00:00

This study investigates the gender-specific barriers that female learners face in accessing and successfully participating in distance education programmes, focusing on the Tanzanian context. Drawing on liberal feminist theory, which advocates for equal rights, opportunities, and institutional support for women, the paper examines how open and distance learning (ODL) environments address or perpetuate existing gender inequalities. Drawing on qualitative data from female students enrolled in Open and Distance Learning (ODL) programmes, this study identifies various challenges that hinder access to diploma education. These include entrenched gender roles and domestic responsibilities, reproductive obligations, patriarchal constraints, financial dependency, low self-confidence, and limited digital literacy. The findings indicate that, while ODL is designed to offer flexibility and inclusivity, it often falls short in meeting the specific needs of female learners due to persistent structural and sociocultural barriers. The analysis challenges the assumption that flexibility alone guarantees equity and instead calls for gender-responsive reforms in the design, delivery, and institutional policies governing distance education. The study concludes by recommending targeted strategies to promote gender equity in ODL, such as policy reforms, financial support mechanisms, awareness campaigns, and capacity-building initiatives. These findings contribute to ongoing debates on gender and education, highlighting the need for a feminist-informed approach to educational access and reform in developing countries.

Barriers to Girls' Access and Participation in Secondary Education: A Case Study of Agro-Pastoral Communities in Tarime District, Tanzania

2025-06-14T13:23:53+00:00

This article explores the various bottlenecks that girls in agro-pastoral communities encounter in accessing and participating in secondary education. It examines gender disparities in enrolment within the sampled schools to highlight issues related to gender equity. A qualitative research approach was employed, using a case study design to allow for in-depth exploration of the contextual challenges. Purposive sampling was used to select 30 participants, comprising fourteen (14) female students, fourteen (14) teachers, and two (2) Heads of Schools. Interview, FGD and Documentary reviews were used as methods of data collection. Data were analysed using thematic analysis. The findings revealed that girls’ access to secondary education was low compared to boys. There were 257 girls (44.9%) compared to 315 boys (55.1%), showing a difference of 58 students (10.1%). As per respective schools, the enrolment stood at 170 (45.9%) girls compared to 200 (54.1%) boys in school A indicating a disparity of 30 (8.1%) students. School B had 87 girls (43.1%) and 115 (56.9%) boys indicating a disparity of 28 (13.8%) students. Furthermore, girls faced a range of challenges that hindered their participation in secondary education. These included the burden of domestic chores, long distances between home and school, early marriage and pregnancies, and entrenched cultural practices that disadvantage girls. Establishing schools within a five-kilometre radius of communities could significantly reduce travel burdens and help mitigate many of these barriers. Equally important is the implementation of structured mentorship programmes aimed at empowering girls and supporting their academic progress. In this context, actionable measures such as strategic government partnerships with NGOs and sustained policy advocacy are essential. Such initiatives can support the transformation of community attitudes, promote gender parity, and ensure equitable access to education. Future research may consider examining the effectiveness of community-based interventions in dismantling cultural barriers that restrict girls’ educational opportunities.

Effect of Digital Media on Spelling Skills Among Lower Primary Pupils of Dodoma City in Tanzania

2025-06-14T13:29:17+00:00

This study investigated the effect of digital media, particularly video clips, on enhancing sound-spelling skills among lower primary school pupils (grades one and two) in Dodoma City, Tanzania. The objective was to evaluate how digital media can support early literacy development. An experimental design was employed, involving 160 pupils from two public schools, 80 in the experimental group and 80 in the control group. Stratified sampling was used to select pupils who had received F grades in previous writing assessments. A standardised test was used to collect data before and after the intervention. The study was based on the Cognitive Theory of Multimedia Learning, highlighting the value of integrating visual and auditory content into the learning process. Data were analysed using correlation and the Univariate General Linear Model. Findings showed that pupils who engaged with video clips significantly improved their spelling skills more than those who did not. The analysis also revealed a strong positive relationship between digital media use and spelling performance. The study concludes that incorporating video-based digital media into classroom instruction can effectively enhance spelling skills among early-grade learners. It recommends that education stakeholders, including policymakers and curriculum developers, consider integrating such tools into early literacy programs.