Posts
Assessment of Strategies to Enhance Teacher-parent Relationships: A Case of Selected Primary Schools in Dodoma, Tanzania

Assessment of Strategies to Enhance Teacher-parent Relationships: A Case of Selected Primary Schools in Dodoma, Tanzania

By |

Emmanuelia Bagamba & Milka OtienoSt. John’s University of TanzaniaEmail: ebagamba2016@gmail.com Abstract: This study is about strategies that enhance collaboration between teachers and parents. Interviews were employed for gathering data using a qualitative methodology, and the results were subjected to a thematic analysis. The findings demonstrate the significance of communication in fostering stronger teacher-parent connections, which…

Read More Read More
The Influence of Parental Involvement on Sexual Violence Presentation Strategies in Schools

The Influence of Parental Involvement on Sexual Violence Presentation Strategies in Schools

By |

Getrude Alphonce& Milka OtienoSt John’s University of Tanzania, DodomaEmail: alphoncegettude@gmail.com Abstract: This study investigated the influence of parental involvement on sexual violence prevention strategies in secondary schools in Mpwapwa District, Tanzania. It focused on how parents’ participation in discussions, collaboration with teachers, and early prevention initiatives contribute to student safety and the effectiveness of school…

Read More Read More
The Role of Teachers in Sustaining Prevention of Sexual Violence in Schools

The Role of Teachers in Sustaining Prevention of Sexual Violence in Schools

By |

Getrude Alphonce & Milka OtienoSt John’s University of TanzaniaEmail: alphoncegettude@gmail.com Abstract: This study examined the role of teachers in sustaining school-based strategies for preventing sexual violence in secondary schools in Mpwapwa District, Tanzania. Guided by Participatory Decision-Making Theory, Social Learning Theory, and Empowerment Theory, it explored teachers’ involvement in awareness-raising, supervision, enforcement of disciplinary measures,…

Read More Read More
Strategies Enhancing Reintegration of Children Institutionalized in the Catholic Church-run Institutions in Lang’ata and Kibra Sub-Counties, Nairobi City County, Kenya

Strategies Enhancing Reintegration of Children Institutionalized in the Catholic Church-run Institutions in Lang’ata and Kibra Sub-Counties, Nairobi City County, Kenya

By |

Elizabeth Akoth – The Catholic University of Eastern Africa Felistus Mwikali Patrick – The Catholic University of Eastern Africa Wilkins Ndege Muhingi – Jomo Kenyatta University of Agriculture and Technology Email: elizabethakoth26@gmail.com Abstract: The reintegration of institutionalized children into family settings remains a critical challenge in contexts marked by socio-economic instability. This study examined the…

Read More Read More
Inclusive Classroom Environments and the Development of Social Emotional Competencies in Kongwa District Schools, Tanzania

Inclusive Classroom Environments and the Development of Social Emotional Competencies in Kongwa District Schools, Tanzania

By |

Patience Victor & Milka OtienoSt John’s University of TanzaniaEmail: 0765119423patience@gmail.com Abstract: Inclusive classrooms aim to accommodate diverse learners while fostering social-emotional competencies (SEL) essential for holistic pupil development. This study explored how inclusive classroom environments contribute to the development of SEL among primary school pupils in Kongwa District, Tanzania. Using a qualitative research design, data…

Read More Read More
The Role of Teacher Training in Enhancing Social- Emotional Learning in Inclusive Classrooms: Evidence from Primary Schools in Kongwa District, Tanzania

The Role of Teacher Training in Enhancing Social- Emotional Learning in Inclusive Classrooms: Evidence from Primary Schools in Kongwa District, Tanzania

By |

Patience Victor & Milka OtienoSt John’s University of TanzaniaEmail: 0765119423patience@gmail.com Abstract: The effectiveness of inclusive education relies significantly on teachers’ ability to foster social-emotional learning (SEL) among pupils with diverse needs. This paper investigates how teacher training influences the implementation of SEL practices in inclusive primary school settings in Kongwa District, Tanzania. Using a qualitative…

Read More Read More
Challenges Faced by School Feeding Committees in Sustaining School Feeding Programs in Public Primary Schools in Kilimanjaro Region

Challenges Faced by School Feeding Committees in Sustaining School Feeding Programs in Public Primary Schools in Kilimanjaro Region

By |

Janerose Mmari, Marcella Momanyi & Pascal WambiyaThe Catholic University of Eastern AfricaEmail: janerosemmari7@gmail.com Abstract: This study investigated the key challenges faced by School Feeding Committees in sustaining School Feeding Programs in public primary schools in the Kilimanjaro region. Institutional, Social Capital, and Stakeholder theories provided the theoretical framework. A convergent parallel design was employed, integrating…

Read More Read More
Plagiarism Policies in Higher Learning Institutions and Their Effectiveness in Mitigating Artificial Intelligence Breach of Originality in Arusha Region, Tanzania

Plagiarism Policies in Higher Learning Institutions and Their Effectiveness in Mitigating Artificial Intelligence Breach of Originality in Arusha Region, Tanzania

By |

Betrod MsigwaOlmotonyi Forest Secondary School, Arusha.Email: betrod00031@gmail.com Kennedy Omondi OtienoSt. Augustine University of Tanzania (SAUT), Arusha.Email: omondiken2016@gmail.com Charles Gervas RufyirizaSt. Augustine University of Tanzania (SAUT), Arusha.Email: rufcharles@gmail.com Abstract: This study assessed the plagiarism policies in public and private higher learning institutions (HLIs) and their effectiveness towards mitigating Artificial Intelligence (AI) assisted breach of originality. The…

Read More Read More
Feeding for the Future: Stakeholders’ Perspectives on the Implementation and Impact of the School Feeding Programme in Rwanda

Feeding for the Future: Stakeholders’ Perspectives on the Implementation and Impact of the School Feeding Programme in Rwanda

By |

Vedaste Muneza & Dan ImanirihoUniversity of RwandaEmail: mnezvedasj@gmail.com Abstract: This study explores the implementation, benefits, challenges, and sustainability of the School Feeding Programme (SFP) in Rwanda through the perspectives of key stakeholders school leaders, parents, and learners. Using a qualitative approach, data were collected from three schools across diverse settings, including urban, rural, and refugee…

Read More Read More
The Effectiveness of School Infrastructure Maintenance Guidelines in Babati District: School Quality Assurers’ Voices

The Effectiveness of School Infrastructure Maintenance Guidelines in Babati District: School Quality Assurers’ Voices

By |

Francis Edward & Milka OtienoSt John’s University of TanzaniaEmail: fgeffi2@gmail.com Abstract: Infrastructure maintenance guidelines within the Tanzanian Education Policy remain an implementation challenge and an under-researched area despite playing a crucial role in the provision of quality education in Tanzania. Guided by the Resource-Based Theory, the study conceptualized school infrastructure as a strategic resource whose…

Read More Read More