JOURNAL OF ISSUES AND PRACTICE IN EDUCATION

The Work and Study Nexus: Balancing Work and Study at Valley View University, Oyibi Campus, Accra, Ghana

Ameyaw Samuel, Frank Boateng Afoakwa, Esther Manyeyo Tawiah — Tue, 24 Feb 2026 00:00:00 +0000

The rising phenomenon of students engaging in work during their academic careers has sparked discussions about the potential imbalance between their work obligations and scholarly activities. The research examines the nexus between work and study among students at Valley View University, Oyibi Campus, Accra. It focuses on how the interplay between academic responsibilities and work affects their academic performance. A descriptive survey design was employed, using a structured questionnaire for data collection. The results indicate that engaging in work-study offers financial advantages and enhances practical skills. The finding revealed that a significant number of students reported working 2-3 hours per day. The finding contributes to a deeper understanding of the complexities of student life in work-study contexts. The study also provides the work-study coordinator with recommendations for developing improved services

Teachers’ Perceptions and Classroom Experiences of Ability Grouping in Tanzanian Secondary Schools

Janeth O. Jonas, Zamzam I. Nyandara — Tue, 24 Feb 2026 00:00:00 +0000

Predictive Validity of Entrance Examinations for First-Year GPA Among Pre-Service Teachers of Christian Religious Studies

Tue, 24 Feb 2026 00:00:00 +0000

The Unified Tertiary Matriculation Examination and the post-Unified Tertiary Matriculation Examination are placement examinations used to select applicants for admission to tertiary institutions in Nigeria. The study, therefore, used the Unified Tertiary Matriculation Examination and post-Unified Tertiary Matriculation Examination scores as predictors of students’ First-year Grade Point Average among pre-service teachers. An ex-post facto research design was adopted. One purpose was raised and transformed into a research hypothesis. The population consisted of Christian Religious Studies undergraduates at the University of Ilorin who were receiving training to become future professional teachers. The target population were 100 Level Christian Religious Studies students in the 2020/2021 academic session. All 113 available students were used as the sample. A proforma was developed to collect scores for the 3 variables used in this study. Multiple regression analysis was employed to test the hypothesis raised. The findings revealed that Unified Tertiary Matriculation Examination and post-Unified Tertiary Matriculation Examination scores are good predictors of First-year Grade Point Average. It was therefore concluded that the Unified Tertiary Matriculation Examination and post- Unified Tertiary Matriculation Examination are fair test instruments that could be relied upon to ascertain examinees’ ability, guaranteeing students’ admission into any Nigerian tertiary institution . Hence, it was recommended that the Joint Admission Matriculation Board, being the organ responsible for the Unified Tertiary Matriculation Examination, and the University that conducts the post-Unified Tertiary Matriculation Examination should vigorously monitor the use of these instruments to serve the purpose they are meant for.

Examining Leadership and Management of Digital Student Services in Higher Learning Institutions: A Case of the Open University of Tanzania

Patrick Renatus Manyengo — Tue, 24 Feb 2026 00:00:00 +0000

This study examined students’ experiences with Digital Student Services (DSS) and explored the leadership strategies used by staff responsible for day-to-day management of these services at the Open University of Tanzania (OUT), focusing on one regional centre. Using a mixed-methods approach, data were collected from 300 students via structured questionnaires and from five key staff members via semi-structured interviews. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis. Findings revealed that students frequently interacted with multiple digital platforms, including Moodle, SARIS, and ARMIS, indicating widespread adoption of DSS. However, variations in usage patterns highlighted inconsistencies in accessibility, user experience, and system responsiveness. Students noted challenges, including delayed updates, limited technical support, and interoperability issues with the platform. On the leadership side, the study found that staff employed several adaptive strategies, including proactive technical support, decentralisation of ICT personnel, and training initiatives to improve system functionality and user competence. These strategies aligned with distributed leadership theory and emphasised collaborative problem-solving and resource allocation. The study concludes that while OUT has made significant strides in digital service provision, gaps in system integration and responsiveness remain. It recommends strengthening inter-platform interoperability, increasing user support services, and enhancing staff capacity through continuous professional development. Overall, the findings contribute to ongoing efforts to improve the governance and delivery of digital student services in open and distance learning contexts.

In-Service Teachers' Perceptions of the Effectiveness of the Cascading Model for Continuous Professional Development in Tanzania

Rhoda Ezekiel Kihwele, Jimmy Ezekiel Kihwele — Tue, 24 Feb 2026 00:00:00 +0000

Despite the increasing number of teachers seeking to meet learning needs and ensure quality education for all, opportunities to access continuing professional development (CPD) are dwindling due to scarce resources. Education authorities have then prioritised the use of the Cascading Model (CM) for implementing continuous professional development due to its cost-effectiveness and its multiplier effect in reaching a large number of teachers. Therefore, this article explored teachers' perceptions of the effectiveness of a cascading model for implementing continuous professional development under the lens of sociocultural learning theory. The study employed a case study design and involved 10 selected in-service teachers who consented to participate. Data were collected through in-depth interviews and focus group discussions, and a thematic analysis method was employed. The findings suggest that educators perceive the cascading model of ongoing professional growth as inadequate, as they tend to engage sporadically in initiatives that lack consistency and significance. The findings further reveal that the cascading model is not worth providing professional development outcomes that align with their pedagogical practices. This results from multiple factors, such as scheduling issues, insufficient administrative support, or a discrepancy between available programs and teachers' specific requirements. The study recommends that professional development programs be designed to benefit teachers, particularly in upgrading their knowledge to achieve educational goals through effective pedagogical practices.

Artificial Intelligence and Education Governance in Tanzania: Legal Gaps and Regulatory Challenges

Abdallah Mrindoko Ally — Tue, 24 Feb 2026 00:00:00 +0000

This paper examines the adequacy of Tanzania’s existing legal and policy frameworks in facilitating the adoption of Artificial Intelligence (AI) in the education sector and assesses the implications of persistent regulatory gaps for ethical, accountable, and rights-based AI deployment. Although AI presents significant opportunities to expand access to education, enhance learning quality, and support personalised teaching and assessment, its effective integration in Tanzania remains constrained by fragmented and outdated regulatory regimes. The study adopts a doctrinal legal research methodology, complemented by comparative analysis. It critically analyses key Tanzanian statutes and policy instruments relevant to AI governance in education, including the Personal Data Protection Act, 2022, the Cybercrimes Act, 2015, and the Tanzania National Guidelines for Artificial Intelligence in Education, 2025. These domestic frameworks are benchmarked against international and regional normative instruments, notably UNESCO’s Guidance for Generative AI in Education and Research (2023), the Beijing Consensus on AI and Education (2019), and the African Union’s Continental AI Strategy (2024), to assess regulatory coherence, alignment, and normative adequacy. The findings reveal significant legal and institutional shortcomings in Tanzania’s AI governance framework for education. The existing legal gap exposes learners to data protection and accountability risks and threatens educational equity. The paper recommends enacting a comprehensive, binding legal framework for AI in education, strengthening institutional oversight, and aligning with international best practices to ensure ethical, inclusive, and rights-based AI adoption in Tanzania’s education sector.

Exploring the Economic Barriers in the Intersection of Openness, Technology, and Equity in Tanzanian Higher Education

Saganga M. Kapaya, Vicent S. Rweyemamu — Tue, 24 Feb 2026 00:00:00 +0000

This study explores the role of Technology in Education (TE) and Openness in Education (OE) in contributing to Equity in Education (EE), while highlighting economic barriers that continue to constrain access, inclusion, and digital participation within Tanzanian higher education. A quantitative survey design with a sample of 115 university graduates was selected through simple random sampling to ensure representativeness. Data were collected using a structured questionnaire measuring three constructs. Analysis followed a multi-stage approach. Exploratory Factor Analysis (EFA) using Maximum Likelihood extraction established the factor structure, supported by KMO and Bartlett’s test, with items below 0.40 loadings excluded. Confirmatory Factor Analysis (CFA) assessed model fit using indices such as Chi-square/df, RMSEA, GFI, CFI, TLI, and SRMR. Finally, PLS-SEM was conducted in SmartPLS, appropriate for exploratory models and small samples. Findings reveal that TE has a strong positive direct effect on EE and OE. Moreover, OE significantly mediates the relationship between TE and EE. Despite these benefits, the persistent high cost of technology, connectivity, and digital learning resources threatens to widen inequality. This research emphasises the dual role of technology, offering pathways toward equity while simultaneously creating new forms of financial exclusion. The study recommends economic interventions to reduce digital costs, expand public investment, and promote sustainable financial models that support openness and equitable digital access.

Generative AI as a Collaborative Partner Empowering Tanzanian Secondary School Teachers to Deliver Personalised Learning and Overcome Barriers to Equitable Adoption

Juliana Kamaghe — Tue, 24 Feb 2026 00:00:00 +0000

Many educators face overcrowded classrooms and limited resources, making it challenging to meet diverse student needs. This study examines how generative AI can assist secondary school teachers in Tanzania to create personalised learning paths more efficiently and effectively. Employing a convergent parallel mixed-methods design, the study integrated concurrent quantitative experimental elements (pre- and post-intervention assessments of student engagement, performance, and teacher workload via paired t-tests) with qualitative data (teacher feedback, usage logs, open-ended surveys, and focus groups). To ground findings in authentic contexts, the qualitative strand drew on bounded, site-specific insights from participating schools in Dar es Salaam (urban) and Dodoma (semi-urban/rural elements). Data were collected from 120 teachers who tested accessible AI tools such as ChatGPT and Grok for lesson planning, assessment, and adaptive content delivery. Quantitative data underwent paired t-tests; qualitative data were analysed through thematic coding; integration occurred at interpretation for triangulation. Results showed significant improvements in student engagement (from 2.8 to 4.3 on a 5-point scale) and academic performance (test scores increased from 61% to 75%), alongside a reduction in teacher workload. Teachers perceived the tools as intuitive and beneficial for customising instruction, though challenges such as inadequate training and infrastructure (especially in rural areas) persisted. The study concludes that generative AI offers a scalable, inclusive solution when supported by professional development and digital upgrades. It recommends strategic investments in AI literacy training, rural connectivity, and localised ethical guidelines to realise its potential and address equity gaps in Tanzanian schools.

Pathways to Parental Involvement in School Feeding Programmes in Tanzania: A Mediation of Beliefs, Invitations, and Resources

Ephraim Simbeye, Janeth Kigobe, Winfrida Malingumu — Tue, 24 Feb 2026 00:00:00 +0000

Head of School Managerial Strategies on Addressing Challenges Facing the Former Unemployed Graduate Secondary School Teachers in Kahama District, Tanzania

Helena Aloyce, Coletha Ngirwa — Tue, 24 Feb 2026 00:00:00 +0000

Building on Human Capital Theory, this study examined managerial strategies for addressing the challenges faced by former unemployed graduate-teachers in their teaching processes. This study employed a qualitative research approach and a case study design. The sample involved 86 respondents. The data were collected through interviews and documentary review. The findings revealed professional difficulties in teaching methodologies, student assessment, classroom management, and psychological effects among former unemployed graduate-teachers in classrooms. Moreover, it was noted that overcrowded classrooms, graduate mind-set, lack of a conducive learning environment, and excessive focus on entrepreneurship activities were identified as challenges facing former unemployed graduate-teachers in their teaching processes. The findings indicated that seminars, enhanced cooperation in teaching, promotion of a conducive working environment, and provision of pedagogical leadership were identified as strategies that can address the challenges facing former unemployed graduate-teachers in their teaching endeavours. The study concludes that long-term unemployment affects teaching competency. It recommends that the government invest in induction programs for former unemployed teachers to boost their teaching skills.