Abstract: This study assessed the contribution of teaching practice (TP) in improving pre-service teachers’ competency in public secondary schools. It focused on: the extent TP contributes in improving pre-service teachers’ competency in public secondary schools and the strategies for the TP activities towards improving pre-service teachers’ competency. Teacher’s Practical Theory guided the study. Mixed methods approach was adopted. The target population of 340 consisted of 170 TP teachers, 68 academic teachers, 68 quality assurance teachers and 34 school heads. Sample size comprised of 51 TP students’ teachers, 20 academic teachers, 20 quality assurance teachers and 10 school heads. Stratified random and purposive sampling techniques were used to select sample size. Questionnaire and interviews were used as data collection instruments. Validity was established through expert judgment whereas reliability was determined using test-retest technique. Reliability index, r=0.839, was obtained using Cronbach Alpha Method. Credibility of qualitative data was ascertained through multiple analysts and reporting of research process. Descriptive statistics analysed quantitative data in SPSS version 25 and results were presented in tables, while qualitative data were analysed thematically along research questions and presented in narrative forms. The findings revealed that TP is a critical bridge between theoretical instruction and practical application in real-world classrooms. It not only enhances teaching skills but also improves the professionalism of pre-service teachers by embedding values, ethics, and practical means. In conclusion, TP is a pillar in teacher education for developing competent, ethical, and confident pre-service teachers. This study recommends that educational stakeholders should collaborate to strengthen TP programmes.

Abstract: Religion plays a crucial role in shaping social norms and influencing community dynamics in various societies around the world including Kenya. Social norms are essential for addressing key societal issues. Social norms on the other hand are the informal rules that everyone shares about how people should behave, supported by expectations and approval or disapproval. Social norms are like a glue that holds society together. These social norms create a shared understanding of what is and what is not acceptable across societies. This paper investigates the role of religion and how it shapes social norms in contemporary society. The study follows Durkheim’s Functionalist Theory of Religion. It uses a case study research design, yielding a qualitative approach. The study population was 20 respondents from the Catholic University of Eastern Africa, using a convenient sampling technique. The sample size was determined by saturation method. Saturation in this study was achieved after interviewing 15 respondents from the institution. Data was collected using an in-depth interview guide for primary data and secondary data was obtained through analysis of scholarly articles, journals and online publications. Collected data was analyzed after coding, categorizing it into themes and analyzed thematically using content analysis. The findings in this study show that religion greatly influences social norms, moral standards, and social expectations. The study concludes that society is a complex system of interconnected parts that is driven beliefs. Religion therefore plays a key role in maintaining cohesion and social order in society there by shaping societal behavior.

Abstract: Parents are key component in dealing with students’ discipline. Once parents get encompassed in student’s matters, students tend to have positive effects on their development, including discipline issues. However, their involvement is still low, which results into the increase of disciplinary cases in most community secondary schools. Thus, the study sought to assess the effectiveness of parental activities in students’ discipline management in community secondary schools in Misungwi district, Tanzania. The study used a mixed research approach and convergent parallel design. Data was obtained using questionnaires together with interview guides. The sample size of the study involved 101 respondents including teachers, parents, education quality assurance, ward education officers, students and students discipline leaders. Content and face validity were checked to establish the validity of research instruments. The questionnaires achieved a correlation coefficient of 0.81, which indicated high reliability of research instruments. Quantitative data was analyzed using descriptive statistics with the help of (SPSS) version 20 and the qualitative data were analyzed through thematic analysis. The results revealed that parents played little role in providing guidance and counseling and teaching good moral rather than communicating with teachers. The study recommended that government under MoEST should provide education to parents on their roles so that they can voluntarily engage in students’ discipline management.

Abstract: This study specifically examined the types of non-monetary incentives provided to teachers and the role of non-financial incentives on teachers’ performance in public secondary schools in Ilemela District. The study employed a mixed approach with convergent parallel research design, targeting teachers, heads of schools, school quality assurance and district education officers, a total population of 1056 people. The study employed probability and non-probability sampling techniques for teachers and officers respectively to get a sample size of 182 respondents. Questionnaire were used to collect data from teachers while interview guide was used in data collection from the heads of schools, the quality assurance officer and the district education officer. The tools were obtained through pilot study and the coefficient of reliability was 0.81 which allowed the reseacher to use the tools. Qualitative data were analyzed using descriptive statistics with the help of Statistical Package for Social Science (SPSS) version 20 and presented in frequencies and percentages on tables while qualitative data were coded and analyzed thematically in narratives. The study revealed that there are many types of incentives but non-monetary incentives play a vital role in ensuring teachers’ job performance. Also, the study revealed that the provision of meals, transport, staff houses, health services and availability of teaching and learning materials as incentives encourage teachers to perform effectively. The study recommends that there is a need to enhance non-monetary incentives for teachers’ job satisfaction. Moreover, the government should equip heads of schools with administrative skills on how to improve teachers’ job performance.

Abstract: The study was conducted to assess the role of improved opportunities and obstacles to development actors in sustainability of community–based development initiatives. The study was conducted in Morogoro District Council because it was among the five (5) districts piloted for the implementation of project known as “Strengthening Participatory Planning and Community Development Cycle for Good Governance” popularly known as O and OD (PMO-RALG, 2008). Purposive sampling technique was employed to select the sample size of 70 respondents representing actors at district, ward and village levels including; one (1) DED, seven (7) CTF, six (6) WFs, two (2) WEOs, two (2) VEOs, two (2) group leaders from twelve (12) community development groups(2*12) and twenty eight (28) community members. The study findings revealed that fifty seven (57) of respondents’ equivalent to 81% of the total respondents supported that social preparation as one of the major factors for sustainability was done by Council Task Force. Whereas sixty four (64) respondents equivalent to 91% of the respondents supported that social preparation was done by Ward Facilitators, sixty (60) respondents equivalent to 86% of the respondents supported that awareness creation was done by Ward Facilitators, and fifty (50) respondents equivalent to 71% of the respondents supported that organization formation was facilitated by Ward Facilitators. This implies that Ward Facilitators are the principal organ in operationalization of improved Opportunity & Obstacles to Development and hence realization of Decentralization by Devolution (D by D).