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Teachers’ understanding of classroom assessment: Insights from English language teachers in Dodoma municipality, Tanzania
By Ali, Habibu Dadi
This paper reports on the findings of a baseline study focusing on teachers’ understanding of classroom assessment, their assessment practices, and implications for professional development. Specifically, the study explored English language teachers’ perceptions of classroom assessment practices, the student’s expectations of assessment feedback, the perceived usefulness, and suggestions for improving classroom assessment. The study employed a qualitative research approach with Focus Group Discussions (FGDs) as the primary data collection method. Data were collected from 30 English language teachers in Dodoma Urban District and analyzed using thematic analysis. Study findings indicate that observing student behavior, providing opportunities for individual and group assignments, presentation, questioning, and obtaining feedback orally and in writing were the major assessment procedures practiced by teachers. Most respondents opined about students expecting improved learning, reinforcement, and good grades. The study has identified the knowledge and skills gap of respondents, which is the essence of Assessment for Learning (AfL), namely teachers’ ability to diagnose learning difficulties for group and individual learners so as to provide the necessary support. Moreover, respondents acknowledged the importance of classroom assessment feedback for evaluating pedagogy, detecting students’ understanding, and improving learning. These findings suggest the need for intervention based on a collaborative design and implementation of the designed supporting instructional materials. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Learning Wagogo (Nindo) Music: Pathway Through World Music Pedagogy
By Mapana, Kedmon
In East Africa, Tanzania’s musical expressions are rich and varied, and typically a combination of music and dance. A description of Nindo, a multipart vocal music form of the central Tanzanian Wagogo community, is provided, and a tribute is offered to the legacy of an important village artist, Mchoya, of the musical form that is begin continued by his progeny. A learning pathway, following the dimensions of World Music Pedagogy, is outlined for experiencing Nindo, and resources and references are recommended for teachers to facilitate listening, viewing, singing and dancing, and developing intercultural understanding. © National Association for Music Education 2023.
Addressing sexual health concerns in Tanzania: perceived barriers among healthcare professionals and students in the “training for health professionals” study
By Massae, Agnes F.
Little is known about the factors that may prevent healthcare professionals as key stakeholders from exploring sexual health issues in Tanzania. This study examined healthcare professionals’ perspectives on the barriers to addressing sexual health concerns in practice. In June 2019, we conducted an exploratory qualitative study involving 18 focus group discussions among healthcare professionals (n = 60) and students (n = 61) in the health professions (midwifery, nursing, medicine) in Dar es Salaam, Tanzania. Study participants and design were purposively selected and stratified. We used a focus group discussion guide in Kiswahili. Data were transcribed in Kiswahili and translated into English. A thematic analysis approach was used for data analysis. Two themes were developed: (1) differences between health care professional and patient socio-demographic characteristics; (2) health care system and patients’ backgrounds, such as communication barriers, lack of confidentiality and privacy within health facilities, type of clinical presentation and complaint, patient behaviours, and their clinical background. Several key barriers prevented sexual health communication between healthcare professionals and patients, affecting the quality of sexual health service delivery. Additional sexual health clinical training is warranted for health professions students and professionals to optimise sexual health care delivery in a culturally conservative country like Tanzania. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Instructional strategies for nurturing critical thinking skills in non-formal secondary education in Tanzania
By Michael, Tulia Deo
In this study, we explored the contribution of instructional strategies in nurturing critical thinking skills in Non-Formal Secondary Education (NFSE) in Tanzania. It was carried out in the Dar es Salaam Region. A qualitative approach with phenomenology design was employed and it involved 44 learners and 8 teachers making a total of 52 participants. Data were collected through interviews, focus group discussions (FGD), document analysis, and observations and were analysed thematically. The findings indicate that teachers in NFSE mostly employed the lecture method in teaching. Although problem-solving, questions and answers, group discussion, and oral presentation were viewed to contribute towards the inculcation of critical thinking, such methods were rarely employed by teachers. It was further found that teachers used questions and answers to enable learners to pass the National Examinations and most of the people who taught in NFSE did not attend teacher education that could help them possess the pedagogical knowledge and skills to nurture critical thinking in learners. The key argument in this study is that if NFSE is to inculcate critical thinking in learners, teachers need to use interactive instructional strategies. For this to take place, training programmes for teachers in pedagogical knowledge and skills are imperative. © The Author(s) 2024.
Scientific Literacy in Basic Education: An Analysis of Curricula Contexts and Pre-service Teachers’ Views in Tanzania
By Kinyota, Mjege
This is an analysis of how scientific literacy (SL) is featured in the science education pipeline of Tanzania based on the SL frameworks of five arguments (economic, utility, democratic, social and cultural) and three visions (Visions I–III). It analyses four curriculum documents for science in basic education, and the views of 79 pre-service teachers collected using a questionnaire. The findings indicate that only economic and utility arguments are abundant in the curricula and pre-service teachers’ responses. Further, the findings show that Tanzania’s basic education science curriculum largely reflects Vision I, which emphasises content and procedural knowledge. Moreover, the curriculum is highly structured, thus making it difficult for teachers and students to engage in science-related situations (Vision II). The need to cope with the pressure exerted on teachers and students by high-stakes examinations adds to this difficulty. Generally, we establish that SL is not well featured in all the curriculum documents we analysed, as the pre-service teachers’ responses confirmed. We recommend that the curriculum be reviewed to include explicit reference to SL. © 2024 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
Moral Education in Tanzania: Analysis of Indigenous and Formal Education Systems
By Seleman, Amina Jumanne
This paper analyzes moral education in Tanzania between indigenous and formal schooling. Through a critical comparison approach, the paper analyzes the aspects of goals, teachers, content, language, methodology, and certification. Thereafter, the paper draws up some lessons from indigenous moral education such as fear of God, education for life, adult moral models, and using local languages. Others are conformity to perennial moral values, ethical background of teachers, and moral maturity as an addition to other recruitment criteria. Finally, the paper recommends to policymakers and curriculum developers to consider the excellent deeds of indigenous moral education throughout formal education system and cooperate with different stakeholders to build and maintain moral values. There should be an equilibrium in taking good aspects of indigenous moral education and integrating them into formal schooling to ensure the continuity of morality and on the other hand preparing children for the contemporary world. © The Author(s) 2024.
Unveiling the role of entrepreneurship education on green entrepreneurial intentions among business students: gender as a moderator
By Makuya, Victoria
The research investigates the impact of entrepreneurship education (EE) on green entrepreneurial intentions (GEI) among business students. Additionally, the study conducted a moderation analysis to examine whether gender influences the relationship between EE and GEI among female and male business students. Data were collected from 204 Tanzanian business students who had completed an entrepreneurship course as part of their major, using structured questionnaires. Quantitative data analysis and moderation effect testing were performed using PLS-SEM in SmartPLS 4. The findings reveal a significant positive relationship between EE and GEI. Moreover, gender was found to be significantly related to GEI, with males exhibiting a stronger effect compared to females. However, despite this, the study found that gender does not moderate the relationship between EE and GEI. This study offers unique insights into the influence of EE on GEI and the moderating effect of gender in the Tanzanian context. Furthermore, the study contributes to Sustainable Development Goal 4 by addressing the importance of enhancing education quality and ensuring inclusive and equitable learning opportunities for all individuals. The research also carries policy implications for promoting green business initiatives among future entrepreneurs. While the study provides valuable contributions, it is limited by its sample size, which solely consists of business students from Tanzania. Future research should consider expanding the sample to include students from various academic programs and diverse geographical locations to enhance the generalizability of the findings. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Supporting the Development of Students’ Scientific Literacy
By Iddy, Hassan
Science teachers are increasingly encouraged to critically engage their students with scientific knowledge and expertise, with the expectation that such instructional practices will support the development of scientific literacy (SL). Drawing on Bildung framework, this qualitative study was conducted in Tanzania to explore how science teachers’ classroom practices facilitate the development of students’ SL. Data were collected through semi-structured interviews and non-participant classroom observations with science teachers and students from six secondary schools. The study has identified five instructional practices that were used to support students’ development of SL, namely guided reading, code-switching, educational print and visual aids, science experiments, and science projects. While there is evidence that the instructional practices used provided opportunities for students to contribute their thinking, experience and understanding to the science learning, the instructional practices were mostly print-based, paper-based and teacher-led, resulting in little engagement in active scientific thinking and literacy learning. Overall, the knowledge base developed by this study is of practical use to science teachers and educators in making decisions about appropriate instructional practices and what should be the regular focus of pre-service teacher education and professional development programs. © 2024 Association for Science Teacher Education.
Education sector development and teacher identity construction: a reflective experience
By Godlove Lawrent
Introduction: Tanzania, like other developing countries, has adopted numerous educational reforms geared towards addressing challenges rooted in either the colonial or post-colonial educational systems. However, the influence of these reforms on teacher professionalism is seldom studied. This study, therefore, gained insights into how the secondary education expansion policy related challenges affected teachers as teaching professionals. Methods: The qualitative case study design was adopted in order to capture the holistic overview of the phenomena under exploration. Individual interviews, focus group discussion, and document analysis were utilized for gathering data. The main participants were teachers and school principals who were purposively selected from the Iringa region, Tanzania. The region promptly managed to build at least one secondary school in each ward (i.e., at least two villages) as per the government’s expansion enactment directives. Results: It was revealed that the inadequate enactment of the expansion policy adversely affected teachers’ self-beliefs about their own teaching aptitudes, their apathy towards teaching, as well as their social status. These issues undermined successful implementation of the policy itself. Discussion: The study adds to a growing body of literature around how teachers “construct” what secondary expansion means for them as both effective and ethical professionals. Copyright © 2024 Lawrent.
School heads’ clinical supervision practices in Tanzania: implications for teachers’ professional competency development
By Chaula L.
The study examined the influence of school heads' clinical supervision practices on teachers’ professional competency development in public secondary schools in Tanzania. It was a mixed-methods research approach that involved Tanzanian school heads and teachers. Survey data from 94 participants were quantitatively analysed, and narrative data from 28 informants were subject to content analysis. Based on narrative findings, clinical supervision was the factor in developing teachers’ professional competencies: searching for teaching and learning resources, understanding the subject matter, organizing lessons, conducting interactive teaching and learning, and evaluating students’ learning. The descriptive results showed pre-observation of the lesson plans (M = 1.79) ranked at strongly agreed responses. Pre-observation of schemes of work, classroom observation, supervisory feedback, teachers’ professional support, and post-observation had a range of (M = 1.86) and (M = 2.06) ranked at agreed responses. These findings detail that school heads’ clinical supervision practices positively influenced teachers’ professional competency development. Therefore, the present study contributes to the existing literature of clinical supervision that each clinical supervision technical aspect has the potential to enhance teachers’ teaching professional competencies development in the workplace. These findings exceptionally increase the need to strengthen the clinical supervision practices that centrally map teachers’ professional needs and development. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Enhancing job satisfaction among heads of secondary schools: exploring perspectives
By Mpate H.
Heads of Secondary Schools (HSS) grapple with a multitude of challenges that directly influence their job satisfaction, subsequently affecting their overall job performance. This study delves into the experiences of HSS in Tanzania, aiming to identify strategies for improving their job satisfaction. Employing a mixed methods research approach, the study blends qualitative and quantitative data collection techniques. A cross-sectional survey was conducted to gather quantitative data, complemented by interviews and focus group discussions to capture qualitative insights. The study encompassed 78 HSS, comprising 20 from private and 58 from public secondary schools. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS), while qualitative data were thematically analyzed. Insights from HSS underscored the importance of introducing compensation benefits, providing essential leadership training, addressing political interference in academic matters, and granting autonomy in decision-making to enhance job satisfaction. Based on the study findings, appropriate recommendations were provided. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Harnessing the potential of translanguaging in Tanzanian secondary education
By Daniel Sidney Fussy
Purpose: This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms. Design/methodology/approach: Data were collected using interviews and non-participant observations. Findings: The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguaging was implemented using three strategies: paraphrasing an English text into Kiswahili, translating an English text into its Kiswahili equivalent and word-level translanguaging. Practical implications: By highlighting the motivations for translanguaging and corresponding strategies associated with translanguaging pedagogy in the Tanzanian context, this study has significant practical implications for teachers and students to showcase their linguistic and multimodal knowledge, while fostering a safe learning space that relates to students' daily experiences. Originality/value: The study offers new insights into previous research on the role of language-supportive pedagogy appropriate for teachers and students working within bi-/multilingual education settings. © 2024, Emerald Publishing Limited.
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