Abstract: This study assessed the competence of teachers in teaching English in private English medium and public Kiswahili medium primary schools in Dodoma. The aim was to examine whether teaching practices aligned with the Tanzanian curriculum adopted in 2015, which emphasises quality education. Communicative Language Teaching (CLT) served as the theoretical framework. A mixed-methods approach with a convergent parallel design was employed. Data were collected through classroom observations, interviews, and questionnaires administered to English teachers of Standards 3 and 6. Purposive sampling was used to select teachers from four schools, and the data were analysed thematically and descriptively. The findings revealed that many teachers lacked competence in teaching English due to limited in-service training, short teaching experience, low language proficiency, inadequate resources, large classes, and limited awareness of CLT principles. The study concludes that these challenges hinder effective English teaching and reduce pupils’ opportunities to develop communicative competence. It recommends strengthening in-service training, enhancing teachers’ proficiency, providing adequate resources, reducing class sizes, and raising awareness of CLT to improve the quality of English teaching in Tanzanian primary schools.

Abstract: The study assessed the competence of heads of schools in leadership and vision implementation towards teachers’ effective teaching in public secondary schools in Meru district council. The study employed a mixed research approach alongside explanatory sequential design. Sample size of the study involved 130 including 120 teachers, 5 heads of schools and 5 heads of departments that were drawn from 435 targeted populations. Data collection tools were questionnaires and interviews. The data analysis methods involved descriptive statics and thematic methods of data analysis. The study found that heads of schools are competent in leadership and vision implementation to foster teachers’ effective teaching in secondary schools. Through leadership and vision implementation, heads of schools encourage teachers to engage more fully in teaching practices, help teachers to understand learning opportunities, invest in continuous learning opportunities, encourage teachers to share best practices, resources and strategies to improve instructional methods. These strengthen teachers’ knowledge and skills towards effective teaching in secondary schools. The study concluded that heads of schools’ competence is very crucial in enhancing effective leadership and vision implementation towards effective teaching in public secondary schools. The study recommended that there should be professional development opportunities for heads of schools that will them to get new leadership knowledge and skills and enhancing effective supervision of teaching activities in public secondary schools.

Mugyenyi Apolo – Department of Education, Tumaini University Makumira, Tanzania

Email: muhamedm.mgeni@gmail.com

Abstract: This study aimed to assess teachers’ competencies in teaching learners with visual disturbances (LWVD) from teachers’ perspective and as experienced by learners in Ilala and Moshi Municipal Councils. A descriptive qualitative approach with descriptive design was employed. Data were collected from teachers and primary school learners. Data were collected through open-ended questionnaires, interviews, documentary review and observational guide. The data were analysed using qualitative thematic analysis. The study found that teachers faced challenges in providing instructions to LWVD as they had inadequate competencies, knowledge and skills to implement an Individualised Educational Program (IEP) for such learners. As a result, the participation in the academic activities among LWVD was lower compared to that of pupils termed as ‘normal’. From teachers’ and learners’ perspectives, all these challenges can be addressed in two ways: the government should include special and inclusive education courses in all teacher colleges and the import taxes for learning and teaching materials for learners with special needs including LWVD should be removed. The government should regularly conduct in-service training for teachers to acquire competence, knowledge and skills that would help them manage LWVD in the learning and teaching process.

Abstract: This study assessed the economic, environmental, and cultural contextual factors contributing to rising truancy in selected primary schools within Mwanga District Council. The study employed a mixed-method approach and a descriptive design, using multiple triangulated data collection methods. Semi-structured interviews and questionnaires were used as primary instruments. Descriptive techniques were applied to analyze nominal and ordinal data, yielding percentages and frequencies. Data were collected from a sample of 60 participants. Both probability and non-probability sampling techniques
were used 19 headteachers and 1 District Primary Education Officer (DPEO) were interviewed, while questionnaires were administered to 40 teachers. Trustworthiness was ensured through methodological triangulation, multiple data sources, and expert review. The findings revealed that truancy has increased since the COVID-19 pandemic, though at a modest pace. School B recorded a higher percentage of truancy compared to others. All schools studied indicated that boring classes, bullying, harsh punishment, academic failure, and an unsafe school environment contributed to truancy. Additionally, factors such as food insecurity, unreliable transportation, teacher harshness, peer pressure, and pupils engaging in small-scale businesses were also identified as contributors. Participants recommended the full involvement of parents and the wider community in school by-law development, rather than limiting participation to school committees, which may not reflect the views of all parents in Mwanga District.

Abstract: This study was conducted to assess the contribution of teaching practice (TP) assessment feedback on enhancing teaching competency among trainee teachers in Arusha region. Specifically, the study investigated the influence of TP assessment feedback on enhancing competency among teacher trainees and the best ways to provide TP assessment feedback to enhance competency among teacher trainees. The study was grounded in performance feedback theory. A mixed methods approach was adopted whereby the study targeted teacher trainees and tutors in the teacher training colleges. Stratified and purposive sampling methods were used to select the study sample of 86 respondents: 10 tutors and 76 teacher trainees. Data was collected using questionnaires, interviews and group discussion. Research experts validated the instruments while reliability (r=0.91) was estimated using the test-retest method. Descriptive statistics were used to analyze the quantitative data in the SPSS version 25 while qualitative data were analyzed in themes and presented in words supported by direct quotations. Key findings highlight that TP assessment feedback influence competency among trainee teachers. In conclusion, TP assessment feedback develops effective teaching competency, provides valuable insights into teaching practice, identify areas for improvement, reinforce good TP, build trainee teachers’ confidence, reveal what has been done well and encourages them to continue doing it and increasing teaching morale among trainee teachers. This study recommends development of clear guidelines and standards for providing TP feedback by allocating adequate resources, creating conducive policies that support and guide trainers to deliver comprehensive feedback systems that enhances teaching competence.

Abstract: This study compares the implementation of teaching practice in universities and colleges towards improving teaching competence to student-teachers in Arusha Region. The study employed mixed approach in which convergent parallel design was applied. Simple random, homogeneous and snowball sampling methods were used to sample 60 participants. Interview, questionnaire and documentary analysis were applied for data collection. Pre-field and during field activities were compared. The aspects specifically compared were practical skills, orientation course, assessment mode, supervision mode and duration of TP. Findings revealed that college student-teachers undergo more practical skills trainings like micro-teaching, single lesson practice and demonstration while university student-teachers receive little trainings on practical skills in teaching. The findings also revealed that university supervisors were not much effective in supervision, and assessment while colleges have strong supervision and assessment process as student-teachers are assessed twice by different supervisors, which is not practiced in universities. T-test results show that there is significant different in pre-field activities between universities and colleges. Therefore, teacher trainees are more effective prepared in teachers teaching colleges compared to universities. The study recommends that universities should adopt more practical and competent based trainings so as to empower student-teachers to gain relevant skills for teaching.

Received July 26, 2020; Revised July 28, 2020; Accepted July 30, 2020

Abstract: Grief is an occurrence which is emotive both to the client and the therapist. If it is not given a suitable approach, the client may be hurt instead of getting psychologically healed. This study was therefore carried out to survey teachercounsellors’ competence in using selected grief counselling approaches in public secondary schools in Kisii County. KüblerRoss Elisabeth (1969) Stage Theory and mixed methods design, specifically a convergent parallel blueprint were utilized. Data was obtained through a questionnaire and interview guide. A sample of 196 respondents composed of 181 who provided quantitative data and selected through simple random sampling and 15 who provided qualitative data and purposively selected was utilized. Quantitative and qualitative data that was obtained was analyzed through univariate statistics and thematic method respectively. The study found that most of the respondents had competence in encouraging grieving students share their experience with those who had been bereaved. It was established that teacher-counsellors’ high level of competence on sharing their personal experience was a therapy on their part as they could pour out their concealed pain as they identified with the grieving. The study recommended that teacher-counsellors be acquainted with various grief counselling approaches as there are diverse students who present with grief in different ways and therefore may need to be approached differently.

Received July 7, 2020; Revised July 17, 2020; Accepted July 15, 2020

Abstract: Teacher-counsellors are expected to offer grief counselling to grieving students despite the fact that they also encounter personal death related loss. This study was therefore undertaken to explore the influence teacher-counsellors’ personal experience with grief has on their current grief counselling competence in public secondary schools in Kisii County.
A convergent parallel mixed methods design and Bowlby’s Theory of Loss and Attachment were utilized. A sample of 181 respondents who were obtained through simple random sampling provided data using a questionnaire and interview guide. Univariate and thematic approach which was supported by narratives were used in data analysis. The analysis revealed that all the respondents had experienced loss of a loved one. The study established that personal experience with grief improved their competence in grief counselling. Flooding with the painful event of grief helped them to minimize fear as it exposed them to the reality of the phenomenon. The study recommended that teacher-counsellors should have sometimes within the term when they can be exposed to grieving people in hospitals as a way of increasing their competence in grief counselling. Additionally, the study proposed that teacher-counsellors go through grief counselling training by way of seminars, workshops or training institutions or online in order to augment their competence in grief counselling.

Received March 31, 2019; Revised June 29, 2019; Accepted June 30, 2019

Abstract: The Kenyan government, just like other countries, because of the impact of globalization, it has continued to reform education sector to respond to more emerging issues towards sustainable development. It is on this premise that the introduction of new education system is anchored. However, there is too little which has been done in establishing the link between competency based curriculum and sustainable development and their teething challenges. This paper is purposed to link competency based learning curriculum to sustainable development, while bringing to the fore the challenges the CBC is contenting with from conception to its implementation phase and their possible panaceas. Specifically and chronologically, this reflective paper attempts clarification of key operational terminologies used, link between competencies and sustainable development, rationale for advocacy of the CBC, theoretical underpinnings of CBC, challenges of CBC, conclusions and recommendations. This reflective and theoretical paper significantly contributes to the ongoing debates and reflections on the contribution of competency based curriculum on sustainable development, while addressing the teething challenges undermining the CBC implementation with a view of making it acceptable to all and providing apt strategies towards its successful implementation.

Received December 4, 2018; Revised December 5, 2018; Accepted December 5, 2018

Abstract: Effective learning involves abilities to recall facts as well as comprehension of ideas. While this is true in any subject matter, the learning of English demands learners to possess such abilities. The present study was propelled by the fact that mastery of English is one of key challenges facing secondary school teachers and learners in Tanzania where Kiswahili is medium of instruction in Primary Schools while English takes over as medium of instruction in secondary schools. The study employed survey research design. Five out of seven secondary schools in Monduli District were randomly selected to participate by filling the questionnaire. Validity of the questionnaire was assured through expert judgment. Reliability test yielded Cronbach’s Alpha greater than 0.7 in each variable. Data was analyzed through Descriptive Statistics, t-test and Pearson product Moment Correlation coefficient. The study established that students, regardless of their gender differences, perceived to be competent in the use of English Language as medium of Instruction. Teachers used visual materials, audio materials, audio-visual materials as well as real things to enhance effective learning. The use of real things has strong correlation while the use of audio, visual and audio visual has weak and/ or moderate correlation with students’ competence in English Language. It is therefore recommended that teachers should take advantage of students’ competence in English language to enhance the teaching-learning effectiveness. Since the use of real things has more positive influence toward English competence, teachers should be encouraged to use such type of instructional media with the support of the audio, the visual and the audio visual types.