The Open University of Tanzania Online Journals System
Not a member yet
933 research outputs found
Sort by
Leadership Strategies for Enhancing Teacher Commitment in Public Secondary Schools in Tanzania: An Ethical and Moral Inquiry
Full text linkThis study explores the leadership strategies employed by heads of secondary schools to enhance teacher commitment in public secondary schools in Tanzania, with particular attention to the ethical and moral dimensions of teaching. In Masasi District, Mtwara Region, the study adopted a qualitative approach using a descriptive case study design. Twenty-four participants were purposively selected, including fourteen teachers, five heads of schools, and five ward education officers. The research was theoretically grounded in McGregor’s Theory X and Theory Y. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. The findings revealed that rewarding teachers, creating a conducive working environment, providing professional support, delegating authority, and involving teachers in decision-making were key strategies to enhance commitment. However, heads of schools encountered challenges such as inadequate financial resources, political interference, limited management skills, and poor communication among staff. The study concludes that strengthening teacher commitment significantly improves learning outcomes, promotes the profession, and enhances overall teaching performance. It recommends that the government provide heads of schools with targeted management training and ensure timely and adequate financial support to facilitate the achievement of educational objectives.
 
Influence of Participatory Monitoring and Evaluation on Sustainability of Water Projects in Rorya District Council
Full text linkThis study investigates the role of participatory monitoring and evaluation (PM&E) in promoting the sustainability of rural water supply projects in Rorya District, Tanzania. It focuses on four critical dimensions of participation: goal understanding, activity identification, progress measurement, and results reporting. Data were collected using structured questionnaire from random sample of 349 participants. Multiple regression analysis was specifically employed to examine the nature and strength of the relationship between participatory monitoring and evaluation components and the sustainability of rural water projects. The findings demonstrate that all four PM&E components—goal understanding, activity identification, progress measurement, and results reporting—positively and significantly contribute to project sustainability. Progress measurement had the strongest impact, reinforcing the role of accountability and informed decision-making. To enhance rural water project sustainability, project implementers should raise community awareness of project goals through sensitization campaigns; local leaders should facilitate inclusive planning; project managers must adopt simple monitoring tools and involve communities in
tracking progress; and donors should ensure transparent, accessible reporting to build trust and accountability
Perceptions and Involvement of Parents over Girls' Secondary Education in Kisarawe District – Tanzania
Full text linkThe legal frameworks at national and international levels strongly emphasize the importance of education for both female and male children. The frameworks have changed gender-biased mindset over education in some societies in the world. Nevertheless, there are some societies with a negative perception of girls' education. This study examined the perception and involvement of parents over girls' secondary education in Kisarawe District. The study used a case study design and a qualitative approach. Data were collected using interviews and a questionnaire, and were analysed using thematic data analysis. Results show that parents have a positive perception of girls' secondary education. However, there is a great mismatch between such mere perception and involvement. Parents are hardly supporting female children in terms of school requirements such as transport, moral support, making follow-up on their academic progress and providing time for studies at home. It was discovered that parents' positive perception of girls' secondary education in the area is not intrinsically cherished but rather extrinsically driven by the GGovernment's strict enforcement of laws against anyone who denies the rights of girls to access education. Hence, measures that can change the mindset of the community regarding girls' education should be undertaken along with legal frameworks for transformative results.  
Barriers to Girls' Access and Participation in Secondary Education: A Case Study of Agro-Pastoral Communities in Tarime District, Tanzania
Full text linkThis article explores the various bottlenecks that girls in agro-pastoral communities encounter in accessing and participating in secondary education. It examines gender disparities in enrolment within the sampled schools to highlight issues related to gender equity. A qualitative research approach was employed, using a case study design to allow for in-depth exploration of the contextual challenges. Purposive sampling was used to select 30 participants, comprising fourteen (14) female students, fourteen (14) teachers, and two (2) Heads of Schools. Interview, FGD and Documentary reviews were used as methods of data collection. Data were analysed using thematic analysis. The findings revealed that girls’ access to secondary education was low compared to boys. There were 257 girls (44.9%) compared to 315 boys (55.1%), showing a difference of 58 students (10.1%). As per respective schools, the enrolment stood at 170 (45.9%) girls compared to 200 (54.1%) boys in school A indicating a disparity of 30 (8.1%) students. School B had 87 girls (43.1%) and 115 (56.9%) boys indicating a disparity of 28 (13.8%) students. Furthermore, girls faced a range of challenges that hindered their participation in secondary education. These included the burden of domestic chores, long distances between home and school, early marriage and pregnancies, and entrenched cultural practices that disadvantage girls. Establishing schools within a five-kilometre radius of communities could significantly reduce travel burdens and help mitigate many of these barriers. Equally important is the implementation of structured mentorship programmes aimed at empowering girls and supporting their academic progress. In this context, actionable measures such as strategic government partnerships with NGOs and sustained policy advocacy are essential. Such initiatives can support the transformation of community attitudes, promote gender parity, and ensure equitable access to education. Future research may consider examining the effectiveness of community-based interventions in dismantling cultural barriers that restrict girls’ educational opportunities
Effectiveness of Institutional Policies for Academic Staff Retention: A Case of Three Selected Private Higher Learning Institutions in Tanzania
Full text linkThis paper examines the effectiveness of university policies in retaining academic staff in private higher learning institutions (HLIs) in Tanzania. The study employed a mixed-methods research approach, collecting both qualitative and quantitative data to examine incentives, training, research support, and career development policies as variables for motivating academic staff in Tanzanian private HLIs in three universities in Tanzania. Additionally, 132 respondents were selected through a combination of random and purposive sampling procedures from the total population of 180 academic staff. The findings revealed that all three universities lacked career development policies. The study further revealed that the practice of religious regulations within an institution had a significant impact on promoting academic staff retention, but this effect depended on one’s religious affiliation. Additionally, it was revealed that training, research support, and career development policies had an impact on the retention of academic staff members at SEKOMU, SUMAIT, and ZU. The career development policy was observed as the most preferred policy among the others. The study concludes that retaining effective academic staff can give a university a competitive edge in recruiting qualified faculty. The study recommends that each private HLI in Tanzania should consider formulating and effectively implementing the relevant policies, such as training, career development, and research support, to attract and retain competent academic members of staff
Teachers’ Understandings of Disability and Barriers to Disability-Inclusive Pre-Primary Education
Full text linkThough there is a good amount of research on inclusive education in Tanzania, there has been less attention to the teachers’ views on the concept of disability and barriers in the provision of inclusive pre-primary education. This study, therefore, was undertaken to explore how teachers view the concept of disability and barriers to disability-inclusive pre-primary education. This qualitative multiple case study used individual interviews and focus group discussions with teachers to collect data from four sampled schools that enrolled children in Tanzania, predominantly within Kagera Region. The study involved a sample of 26 participants, of whom 11 were female and 15 were male. The collected data through 15 individual interviews and four focus group discussions were subjected to thematic analysis procedures. Findings show that teachers understand the concept of disability differently: disability as a tragedy, disability as a societal problem, disability as a spiritual issue, disability as anger of ancestors, and disability as an ability-disability continuum. The identified barriers to disability-inclusive pre-primary education included: poverty; attitudes, stigma, and discrimination; inadequate teaching resources; inadequate infrastructure; and teachers and their practices. These barriers impact the transformation of pre-primary education into more inclusive education. The combined initiatives and efforts of various stakeholders to combat obstacles to promote inclusion in pre-primary education remain critical
In-Service Education and Training and Teacher Performance in Ghanaian Senior High Schools
Full text linkThis study investigated the nature and types of In-Service Education and Training (INSET) programmes and teacher performance in some selected Ghanaian Senior High Schools (SHSs). A concurrent mixed methods design was employed as the research design for the study. A total of 102 respondents, comprising 97 teachers, 4 headmasters and a district training officer, participated in the study. Teachers were selected using a simple random sample; headteachers and district training officers were also chosen using purposive sampling techniques. Questionnaires and semi-structured interview guides were used to gather the data. Data was analysed using descriptive, inferential statistics (one-way ANOVA test) and thematic coding analysis. The study revealed that, though INSETs were not frequently organised in the district, the few INSETs took the nature of seminars, workshops, and refresher courses. Also, results indicated curriculum-related INSET was the most effective INSET type, and positively impacted teachers' performance. These impacts depend on the nature and mode of implementation of INSET types. The study concludes that targeted, well-structured, and subject-specific training is key to improving the effectiveness of teacher professional development and performance. The study recommends that the Ghana Education Service (GES) organises more frequent, curriculum-related INSETs for teachers, do periodic mandatory training, differentiated training and use practical-based INSET strategies like demonstration. Implications for policy and practice are discussed
Strategies for Addressing Teachers’ Workload under Fee-Free Basic Education in Tanzania: Special Focus on Students’ Social Development
Full text linkThis study investigated the strategies for addressing the increased teachers’ workload to promote students’ social development after the introduction of fee-free education in Tanzania. The government of Tanzania’s vow to expand school places in secondary schools in 2015 increased the burden on teachers, as the expansion of enrolment was not supported by a corresponding recruitment of teachers. The objectives of the study were to explore school management's interpretation of teachers’ workload for students’ social development and to investigate the strategies adopted to address the increased teachers’ workload in relation to the social lives of students. Using the ethnographic design of a qualitative research approach, the study employed in-depth interviews with four heads of secondary schools, four academic unit heads and four discipline unit heads forming a school management team. Data were analysed using Roper and Shapira’s (2000) five stages of thematic analysis. The results presented the participants’ perspective, defining teachers’ role in students’ social lives as crucial and irreplaceable, irrespective of the class size. Further, the study established that the strategies for addressing teachers’ workload for students’ social aspects included enhancement of school and community-based strategies aimed at reinvigorating the students’ social development rather than relieving teachers of their natural role. It is concluded that the student’s social growth is not yet addressed properly due to the absence of objective standards for measuring attainment of social competencies as is the case with academics. The study therefore recommends the establishment of assessment criteria for ascertaining the fidelity of implementing social aspects
Psychological Correlates of Social Adjustment among Students with Hearing Impairment in a Tertiary Institution in Oyo State, Nigeria
Full text linkIssues with social adjustment among students in the College of Education with hearing impairment can significantly impact their interpersonal functioning. The study investigated emotional intelligence and self-esteem as key factors in the social adjustment of students with hearing impairment at the Special Federal College of Education (Special), Oyo. The research design employed was a descriptive correlational study, with a sample of 402 male and female students with hearing impairments in years 1, 2, and 3. Data were collected using the Social Adjustment Scale, the Schutte Emotional Intelligence Scale, and the Rosenberg Self-Esteem Scale. Pearson’s product-moment correlation analysis was used to test the hypotheses. The results revealed a significantly high positive relationship between emotional intelligence and social adjustment (r = 0.838) among students with hearing impairments at the Special Federal College of Education. It was also established that a positive relationship exists between emotional intelligence and social adjustment among students with hearing impairments (r = 0.789). The study highlights the urgent need for counselling psychologists to implement regular interventions to enhance the emotional intelligence and self-esteem of students with hearing impairments, thereby improving their social adjustment. 
Who Qualifies as a Corporate Social Responsibility Stakeholder? Assessing Tanzania’s Legal Regime Against International Standards
Full text linkIt has been challenging for businesses to identify relevant stakeholders for corporate social responsibility. This article assesses how current laws in Tanzania identify stakeholders and whether such identification aligns with international frameworks. The article adopted doctrinal research to critically examine the structure, certainty, and scope of laws in identifying relevant stakeholders. Then, the article comparatively analysed the laws of Tanzania and their alignment with international frameworks. It is found that current laws identify government actors, employees and potential victims of business activities as relevant stakeholders based on the impact and inclusive bases. However, such identification falls short of international standards because it is narrow-based, government-centric, ambiguous, and lacks a requirement for regular review and updating. Consequently, other relevant stakeholders, including consumers and local communities, are often excluded from corporate social responsibility, ultimately diminishing their role in promoting responsible business practices for sustainable development in Tanzania