Christine Mnjokava & Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: cmnjokava@yahoo.com & omondiken2016@gmail.com

Abstract: This study investigated the effectiveness of head teachers’ supervision of Continuous Professional Development (CPD) programmes on teachers’ performance in public primary schools in Kondoa District Council, Tanzania. Specifically, the studyassessed how various continuous CPD are organized and supervised in public primary schools, and the possible ways for improving the supervision of CPD in public primary schools. Adult Learning Theory, Convergent mixed methods research design were employed. From the target population of 313, a sample size of 95 comprising of 82 teachers, 9 head teachers, 2 SQAO and2 WEOs were selected. Teachers were selected by simple random sampling, criterion purposive sampling was applied for 9 head teachers and 2 WEOs while total purposive sampling for 2 SQAOs. Data were collected through questionnaires, interview guideand documentary review. The instruments were validated by education experts and a reliability coefficient of r = 0.817 was obtained using Cronbach’s Alpha. Quantitative data were analyzed using descriptive statistics in the SPSS version 25 and presented in tables while qualitative data were analyzed thematically. The findings revealed that CPD programmes are organized through workshops and seminars conducted at different institutions and within schools to improve teachers’ pedagogical knowledge and classroom practices. These sessions are commonly supervised by project team, head teachers, academic teachers, and WEOs. In conclusion, regular supervision, teacher involvement, sufficient training resources, motivation and support from educational authorities are ways for enhancing the effectiveness of CPD programme. The study recommends regular supervision and follow-up of CPD training activities for effective implementation.

Abstract: Guidance and counselling services are important components of holistic education, yet limited evidence exists on their influence beyond accessibility. This study examined how guidance and counselling services influence students’ personal growth, academic success, and career readiness in secondary schools in Vihiga County, Kenya. A descriptive correlational research design was adopted. The study involved 287 Form Three students and 5 teacher-counsellors from five secondary schools. Data were collected using questionnaires, interview schedules, and observation checklists. Reliability was established through a pilot study, yielding a Cronbach’s alpha coefficient of 0.983. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings showed that students generally perceived guidance and counselling services as accessible (M = 3.18, SD = 0.76). The services positively influenced personal growth (M = 3.13, SD = 0.74), while career readiness recorded the highest effectiveness rating (M = 3.21, SD = 0.72). Academic success recorded the lowest effectiveness rating (M = 2.95, SD = 0.83). Pearson correlation analysis revealed no statistically significant relationship between perceived accessibility and effectiveness (r = -0.091, p = .123). The study concludes that guidance and counselling services contribute meaningfully to students’ personal growth and career readiness but are less effective in promoting academic success. The findings suggest that programme effectiveness depends on factors beyond accessibility. The study recommends strengthening counsellor training, improving resources, enhancing awareness, and expanding academic and career support interventions.

Abstract: The study sought to assess the effectiveness of the human resources retention strategies employed by the Ministry of Health and Child Care in health institutions Gwanda Urban in Matabeleland South province. The Ministry of Health and Child Care in Zimbabwe has experienced massive brain drain of employees such as doctors, nurses, environmental health technicians and the support staff in general to seek greener pastures in the private sector and in the diaspora, leaving health institutions in the country critically understaffed, leading to poor service delivery. In response to this massive exodus of employees, the Ministry implemented several strategies to retain its employees which included increased allowances, reduced working hours, shared decision making and retraining among other incentives. This study sought to evaluate the effectiveness of these strategies in retaining the employees and improving service delivery. The study used an exploratory survey design and a qualitative approach to capture the experiences of the participants. A sample of 24 participants comprising of doctors, nurses and ancillary staff was purposively sampled from a target population of 400 employees. Interviews and focus group discussions were used for data generation. The findingsrevealed that the retention strategies employed by the Ministry are ineffective because employees continue to leave in large numbers for greener pastures in the country and beyond resulting in institutions critically understaffed, and servicedelivery remaining poor. The researchers recommend that the Ministry revisits its retention strategies to make them effective to reduce the high levels of staff turnover and improved service delivery.

Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com

Charles Gervas Rufyiriza
St. 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 study tested if there is statistically significant difference between the effectiveness of the plagiarism detection software in public and private HLIs on mitigating AI assisted breach of originality and significant difference between the number of times students’ work is subjected to testing for plagiarism in public and private HLIs. The study was grounded on Deterrence Theory. The study employed convergent mixed methods and correlational research design and tested hypotheses using T-test and Chi-square. Target population included 200 course instructors, 1200 students and 7 IT experts from 7 public and private HLIs, with a final sample of 147 respondents. Criterion purposive sampling was used to select seven system administrators while 20 course instructors and 120 students were selected using stratified and simple random sampling. Questionnaire and structured interview were used to collect data. Cronbach coefficient Alpha was employed to test for reliability of instruments; QS=0.759 & QCI=0.738. Credibility and dependability of qualitative data was established through detailed reporting of the research process. Descriptive statistics and thematic analysis were employed. All the two hypotheses yielded the results of p> 0.05 hence the null hypotheses were accepted. In conclusion, both public and private HLIs have established plagiarism policies aimed at addressing AI-assisted breach of originality although they’re not effective and recommended that institutions should more advance tools and guidelines in detecting AI plagiarism in academic work.

University of Kigali

Email: jeanneza33@gmail.com

Abstract: This study investigated how well debate works as a teaching method to help students in Burera district, Rwanda communicate in English. This study’s primary goal was to evaluate how well debate might enhance English communication skills in Burera district, Rwanda. Additionally, the study took into account the particular Rwanda educational setting. Data was gathered from Burera district students, using mixed-method research design. All secondary school students in the Burera District were the study’s target group. Purposive sampling was used in the study to choose a sample of secondary school students because not all schools have active and functioning English clubs and determine the precise number of students enrolled in English club only 143 students who were chosen from schools with functioning English clubs and random sampling were used to determine the group that are not among English clubs. Descriptive design and experimental design were used and both qualitative and quantitative approaches were employed and questionnaire, debate tests and observation were usedas data collection methods. The findings were analysed using SPSS 21. The findings indicate that debate significantly improves students’ speaking skills, argumentation abilities and engagement in language learning.

Abstract: This study investigated the effectiveness of utilization of capitation grants and its influence in improving educational facilities in public secondary schools in Arusha city. Specifically, the study examined the shortcomings on the effective utilisation of capitation grants in public secondary schools and the possible measures to address shortcomings on the effective utilisation of capitation grants in improving educational facilities in secondary schools. This study was built on Contingency Theory. Descriptive research design and a mixed research approach were employed. The target population consisted of 963 teachers and 29 heads of school. Stratified sampling was used to select 96 teachers, and purposive sampling was used to select 8 head of schools. Questionnaires and interviews were used for data collection. Validity of research instruments was ensured by research experts. Reliability was ensured by Cronbach Alpha method which gave r=0.922. Trustworthiness was observed to ensure reliability of qualitative instruments. The findings revealed inadequate capitation grants, poor management, political interference, and lack of accountability as the shortcomings that hinder effective utilization of capitation grants allocated leading to dissatisfaction in management, teaching facilities and infrastructure. The study suggests increasing capitation grants, enhancing management, accountability, securing political support, improving transparency and monitoring as the necessary measures. In conclusion, schools should struggle to effectively manage inadequate capitation grants to improve educational facilities in public secondary schools. The study recommended that the government through MoEST should increase the amount of capitation grants to enhance financial management in order to maximize the provision of educational facilities in public secondary schools.

Firmina Humri
Ilkiding’a Secondary School, Arusha.
Email: firminasarme@gmail.com

Abstract: This study investigated the effectiveness of School Management Teams’(SMTs’) strategies on conflict resolution in public and private secondary schools. Distributive Leadership Theory guided the study and Sequential Explanatory Design was employed to collect data in a sequential manner in which both quantitative and qualitative data were collected in phases. Correlational research design was also adopted and hypotheses were tested using Chi-square. Teachers were selected by stratified random sampling whiles MTs and school heads were conveniently and purposively selected from a population of 312 SMTs and 662 teachers from 39 publicand120 SMTs and 346 teachers from 15 private secondary schools. Questionnaire and structured interview were used to collect data. Cronbach coefficient alpha was employed to test for reliability of instruments; TQP= 0.737 & TQPr=0.721. Credibility of qualitative data was established through detailed reporting of the research process. Chi-square test for hypotheses was conducted using SPSS version 23. The study revealed that there is no significant difference on the strategies used by SMTs in conflict resolution between public and private secondary schools {H01; χ2 (4) = 5.028, p=0.284}. Similarly, there is no significant difference on the effectiveness of the SMTs’ strategies in conflict resolution between public and private secondary schools {H02; χ2 (2) = 3.611, p=0.164}. In conclusion, since p>0.05the null hypotheses are not rejected. This study recommends that school administrators and SMTs should receive continuous training and preparation on issues of leadership and conflict management upon appointment.

Abstract: This study evaluated the effectiveness of disciplinary measures in public secondary schools in Arusha City. The study focused on disciplinary procedures followed to address the professional misconduct among teachers in secondary schools and the effectiveness of various disciplinary procedures followed in influencing teachers’ conduct in secondary schools. The research was guided by organizational behaviour theory and convergent mixed methods design with sample size of 132 (116 teachers, 7 school heads, 7 WEOs, one TSC and one DSEO) respondents from a population of 1215. The study used simple random to select teachers and purposive sampling to select other respondents. Instruments used were questionnaires, interview guides, and documentary analysis validated by human resource experts while reliability (r = 0.920) was ascertained by Cronbach alpha method. Descriptive statistics techniques were employed to analyze quantitative data and presented in figures, tables of frequencies, percentages, and mean rating. While qualitative data was analysed thematically. The study revealed that misconduct among teachers is normally reported to the school administration, an investigation is conducted, the teacher is informed in writing about allegations, a disciplinary committee is formed, a formal disciplinary hearing is held and the disciplinary committee makes a decision which can be effectively implemented by maintaining order, professionalism, conflict resolution and compliance with education Act and regulations. In conclusion, the procedures for administering disciplinary measures to teachers require clarity, transparency and compliance with national regulations. The study recommends that teachers should be familiar with the codes of conduct and professional ethics to avoid unintentional violations.

Abstract: The study investigated the effectiveness of curriculum review in improving skilled based education in secondary schools in Arusha district. Objectives were to; assess the factors for curriculum review and determine solutions to the shortcomings in curriculum review on skilled based education in secondary schools. The study was guided by Pedagogic Device Theory. Cross sectional survey design and mixed methods approach were adopted. The study targeted a population of 383 from 61 secondary schools from where a sample size that consisted of 170 (120 form four leavers, 36 teachers, 12 school heads, 1 SQAO & 1 DSEO) respondents was drawn. Form four leavers were obtained through snowball sampling techniques while school heads, SQAO & DSEO were purposively sampled. Data collection was done through questionnaires and interview guide. Validity was established through expert judgment whereas reliability index, FFLQ; r=0.823 & TQ; r=0.740 was obtained using Cronbach alpha. Credibility of qualitative instruments was enhanced through triangulation. Descriptive statistics was used to analyze quantitative data in the SPSS version 25 and results were presented in tables, while qualitative data were analyzed thematically alongside research questions and presented in narrative forms. Curriculum that equips students with practical skills, market demand and relevant to current societal needs are factors for curriculum review. The study concludes that there is a need to develop partnerships with local businesses to offer students internships and apprenticeship opportunities. The study recommends that educators should incorporate critical thinking, creativity, and problem-solving skills into the curriculum to prepare students for the 21st-century workforce.

Abstract: This study investigated the effectiveness of PhEt simulations on protein synthesis conceptual understanding and effects of PhET simulation-based instruction towards protein synthesis in senior four secondary students. The study was a quasi-experimental pretest-posttest with a control group design. The sample of the study consisted of 107 senior four students doing biology in their subject combination in selected secondary schools in Kicukiro and Nyarugenge Districts. Over the course of a week, the experimental group (n=57) received instruction using PhET simulations whereas the control group (n=50) received teaching using traditional methods. The pretest-posttest and a protein synthesis attitude scale were used to collect data. The data were analyzed using the independent samples t-test in R core Team 2022. The study’s findings showed that the PhET simulation-based instruction had a favorable effect on students’ protein synthesis conceptual understanding as well as their attitudes towards protein synthesis. Students in the experimental group (M=79.23, SD=6.75) had a higher level of conceptual understanding of protein synthesis than those in the control group (M=55.88, SD=5.18). In terms of attitudes, the experimental group presented higher levels of positive attitudes towards protein synthesis than the control group.