Tag: primary schools
Effect of Teacher-Learner Educational Interventions on Learner Achievement among Children with Disabilities in Inclusive Primary Schools in Greater Bushenyi

Effect of Teacher-Learner Educational Interventions on Learner Achievement among Children with Disabilities in Inclusive Primary Schools in Greater Bushenyi

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Madelean Ahereza, Denis Sekiwu, Athanansio Bashaija & Samuel KaruhangaKabale University, Ugandahttps://orcid.org/0009-0001-3810-7521Email: madeleanahereza1979@gmail.com Abstract: Inclusive education seeks to ensure that all children, including those with disabilities, have access to quality learning in mainstream classrooms. Teacher-learner educational interventions, such as differentiated instruction, individualized teaching, assistive technologies, and collaborative learning, are designed to address the diverse needs of…

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Guiding Research on the Use of ChatGPT for Teaching Computer Programming in Low and Middle-Income Countries

Guiding Research on the Use of ChatGPT for Teaching Computer Programming in Low and Middle-Income Countries

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Nicodemus Msafiri Mbwambo & Godfrey G. MoshiArusha Technical College, P.O. Box 296 Arusha, Tanzaniaemail: nicodemus.mbwambo@atc.ac.tz / godfrey.moshi@atc.ac.tz Abstract: While numerous studies on ChatGPT’s role in programming education originate from developed countries, contextualizing their findings in Low- and Middle-Income Countries (LMICs) remains challenging due to inadequate digital infrastructure. This limitation discourages educators from formally integrating ChatGPT…

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Exploring Teachers’ Motivational Factors and Their Influence on Instructional Practices in Public Primary Schools in Dodoma

Exploring Teachers’ Motivational Factors and Their Influence on Instructional Practices in Public Primary Schools in Dodoma

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Merystela Majaliwa & Upendo P. BiswaloSt John’s University of Tanzania, DodomaEmail: majaliwamerystela@gmail.com Abstract: Studies conducted globally have shown that motivated teachers play a crucial role in enhancing students’ academic achievement, as they hold the primary responsibility for imparting knowledge and skills to learners. In one hand, when teachers are satisfied, they become more productive and…

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Effectiveness of Teachers’ Classroom Pedagogy in Teaching English in Tanzanian Primary Schools

Effectiveness of Teachers’ Classroom Pedagogy in Teaching English in Tanzanian Primary Schools

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Lucy Erasto RingoSt John’s University of Tanzania, DodomaEmail: lucyringo32@gmail.com Abstract: This study examined the effectiveness of teachers’ classroom pedagogy in teaching English in both private English-medium and public Kiswahili-medium primary schools in Dodoma, Tanzania. Grounded in Communicative Language Teaching (CLT) as a theoretical framework, the study employed a mixed-methods approach with a convergent parallel design.…

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Teachers’ Competence in English Language Teaching in Tanzanian Primary Schools

Teachers’ Competence in English Language Teaching in Tanzanian Primary Schools

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Lucy RingoSt John’s University of TanzaniaEmail: lucyringo32@gmail.com 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…

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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

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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…

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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

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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…

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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

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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…

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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

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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…

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Influence of Headteachers’ Performance Appraisal Practices on Teacher Performance in Public Secondary Schools in Kitui Central Sub-County, Kitui County, Kenya

Influence of Headteachers’ Performance Appraisal Practices on Teacher Performance in Public Secondary Schools in Kitui Central Sub-County, Kitui County, Kenya

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Anna Susan Munyithya & Robert KamauSchool of EducationMount Kenya UniversityEmail: annmunyithya@yahoo.com Abstract: Headteachers’ performance appraisal practices play a key role in ensuring improved classroom pedagogy and improved teacher performance. However, in Kitui Central Sub- County, teacher performance in many public primary schools is still low since many are not able to complete syllabus in time…

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