3 research outputs found
Exploring Teachers’ Perceptions of English Teaching Method Preferences and Learning Styles in Selected Secondary Schools of Morogoro Municipality
No full textThis study explored teachers’ perceptions of English teaching method preferences and learning styles in selected secondary schools of Morogoro Municipality by finding their impacts on teaching and learning styles and the challenges of matching English teaching method preferences and learning styles in secondary schools. The study used an exploratory case study design under a qualitative approach where five teachers from five selected schools consisting of four males and one female were selected purposely and voluntarily to be interviewed using semi-structured questions. The results indicate that three teaching methods are mostly preferred by teachers: learner-centred, engagement style, and multiple styles methods. These methods assist learners to achieve good performance in their studies. Moreover, the aforementioned approaches affect the teaching process as they are more effective in facilitating teachers’ tasks. However, shortage of teaching materials, English language communication barriers, shortage of classroom facilities, and students’ readiness are the challenges in implementing teaching preferences and learning styles in English classes. It is therefore recommended that English teachers should work out to improve their utilization of teaching methods and learning styles to reduce the setbacks found in this study. Additionally, curriculum developers, the Ministry of Education, and other education stakeholders may consider the findings of this study for tackling the challenges faced by English teachers in secondary school
Strengths and Weaknesses of Teachers Promotion Criteria in Tanzanian Public Secondary Schools: A Comparative Analysis
No full textThis paper reviews the promotion criteria applied to secondary school teachers in Tanzania, highlighting their strengths, weaknesses, and potential reforms to improve transparency, equity, and fairness in career advancement. Teacher promotion is a key aspect of professional service, providing salary increments, higher ranks, greater responsibilities, and leadership opportunities, with the ultimate aim of fostering a conducive environment for quality education delivery. Promotion is defined as the formal advancement of an individual to a higher rank or grade, usually accompanied by increased responsibilities, improved remuneration, and recognition of competence and service. In Tanzania, guidelines for promotion are stipulated in the Public Service Act and the Teachers’ Service Commission Act Regulations of 2015, which emphasise merit, effective performance, qualifications, skills, and personal attributes. The study adopted a pragmatic paradigm using a concurrent mixed-methods design. Data were collected from 119 participants, including teachers, school heads, and education administrators, through questionnaires, interviews, focus group discussions, and document reviews of relevant policy instruments. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis to ensure triangulation and credibility. The review identified educational qualifications, teaching experience, professional grade, job performance, professional development, adherence to professional ethics, and citizenship status as the main promotion criteria. Although these criteria are merit-based and well-structured, implementation challenges persist, including bureaucratic delays, inadequate performance assessment, excessive reliance on years of service, and limited teacher involvement. To address these weaknesses, this paper recommends strengthening the Teachers’ Service Commission (TSC), periodically reviewing promotion criteria, enhancing professional development, establishing disciplinary and appeals boards, and broadening stakeholder engagement. Effective enforcement of these measures would enhance transparency, equity, and efficiency in promotion processes, thereby improving teacher motivation, retention, and service delivery in Tanzanian secondary schools
Efficacy and safety of the RTS,S/AS01 malaria vaccine during 18 months after vaccination : a phase 3 randomized, controlled trial in children and young infants at 11 African sites
No full textA malaria vaccine could be an important addition to current control strategies. We report the safety and vaccine efficacy (VE) of the RTS,S/AS01 vaccine during 18 mo following vaccination at 11 African sites with varying malaria transmission.; 6,537 infants aged 6-12 wk and 8,923 children aged 5-17 mo were randomized to receive three doses of RTS,S/AS01 or comparator vaccine. VE against clinical malaria in children during the 18 mo after vaccine dose 3 (per protocol) was 46% (95% CI 42% to 50%) (range 40% to 77%; VE, p>0.01 across all sites). VE during the 20 mo after vaccine dose 1 (intention to treat [ITT]) was 45% (95% CI 41% to 49%). VE against severe malaria, malaria hospitalization, and all-cause hospitalization was 34% (95% CI 15% to 48%), 41% (95% CI 30% to 50%), and 19% (95% CI 11% to 27%), respectively (ITT). VE against clinical malaria in infants was 27% (95% CI 20% to 32%, per protocol; 27% [95% CI 21% to 33%], ITT), with no significant protection against severe malaria, malaria hospitalization, or all-cause hospitalization. Post-vaccination anti-circumsporozoite antibody geometric mean titer varied from 348 to 787 EU/ml across sites in children and from 117 to 335 EU/ml in infants (per protocol). VE waned over time in both age categories (Schoenfeld residuals p>0.001). The number of clinical and severe malaria cases averted per 1,000 children vaccinated ranged across sites from 37 to 2,365 and from -1 to 49, respectively; corresponding ranges among infants were -10 to 1,402 and -13 to 37, respectively (ITT). Meningitis was reported as a serious adverse event in 16/5,949 and 1/2,974 children and in 9/4,358 and 3/2,179 infants in the RTS,S/AS01 and control groups, respectively.; RTS,S/AS01 prevented many cases of clinical and severe malaria over the 18 mo after vaccine dose 3, with the highest impact in areas with the greatest malaria incidence. VE was higher in children than in infants, but even at modest levels of VE, the number of malaria cases averted was substantial. RTS,S/AS01 could be an important addition to current malaria control in Africa
