6 research outputs found
Reintegrating adolescent mothers into secondary education: investigating the availability and effectiveness of support systems in Mbeya Region, Tanzania
No full textDespite recent policy reforms, such as Education Circular No. 2 of 2021 and the Secondary Education Quality Improvement Programme (SEQUIP) initiative, aimed at facilitating school re-entry, adolescent mothers continue to face considerable emotional, financial, and institutional challenges. This study examines availability and perceived effectiveness of support systems for adolescent mothers re-admitted to secondary schools in the Mbeya region of Tanzania. Guided by Lazarus’s Cognitive-Motivational-Relational Theory (CMRT), this paper employed embedded single case study design involving 20 purposively selected student mothers across five secondary schools, through focus group discussions and open-ended questionnaires. Findings revealed that while informal support exists, formal and coordinated systems remain fragmented and insufficiently responsive to student mothers’ lived realities. The paper emphasizes the need for integrated psychosocial, financial, and institutional interventions that are contextually grounded and emotionally supportive. These findings contribute new insights into how adolescent student mothers perceive and interpret support, offering understanding of re-entry contexts
The provision of early childhood education in pre-schools in Tanzania; a case of Morogoro Rural District
No full textJournal Article pg. 150-161This study aimed at assessing the provision of early childhood education in pre-schools in Tanzania. Specifically, the
quality of education services provided by the pre-schools basing on process and structure quality. The study was guided by
Vygotsky’s socio-cultural learning theory, and it employed both qualitative and quantitative techniques in data collection and
analysis. The sample of 20 pre-schools was involved. Interview, documentary review, questionnaire and observation, were used in
collecting primary and secondary data. Data were analysed by Content Analysis and SPPS software. The study indicated that the
quality of education service provided by ECE centres in the district were poor as a result of different factors including teaching and
learning materials, teachers’ qualifications, in-service training, availability of funds, teachers-pupils’ ratio, pedagogy of teachers,
and other related factors which measures the quality of education services. Generally, the study concludes that , the quality of
education service offered in pre-schools was poor due to the reason that most of the requirements for the quality of education were
not found in the sampled pre-schools in the district. On the other hand the study recommends that, the ministry of education through
its quality assurance department should establish different guidelines for establishing early childhood education (ECE) centres and
monitor their quality if they continue meeting the standards
Perceptions of the effectiveness of sex education in reducing pregnancies in schools
No full textJournal Article Pg. 14-21The objective of this study was to explore perceptions and views of parents, teachers and students on the effectiveness of
sex education in reducing the magnitude of pregnancies and related risky sexual behaviours in schools. The study consisted of 542
respondents where 100 were parents, 150 teachers and 292 students. Descriptive survey design and quantitative approach were
used through questionnaires. By using an independent t-test and ANOVA, the Statistical Packages for Social Sciences (SPSS) version
20 were used for data entry. The statistical p-value was p≤ .05 and the confidence level was 0.95(CL of 95%). The results showed
that about 70% of parents, teachers and students had positive views on sex education that it will reduce risky sexual behaviours
including pregnancies contrary to 45% of respondents who suggested that sex education will lead to prostitution. There were
variations in opinions about the appropriate level of students to be taught sex education whereby using t-test there were variations
of opinions with their gender with p .08 for teachers and students. The study recommends the education policy
and curriculum be reviewed so that sex education is set as an independent and impartial subject in schools
The influence of parents’ involvement in student’s academic achievement in community secondary schools in Tanzania - a case of Mbeya City, Tanzania.
No full textJournal Article P53-64The study focused to assess the influence of parents’ involvement in on students’ academic achievements in community
secondary school in Tanzaniaa case of Mbeya city Tanzania. Specifically examined the pattern and extent to which parents’
involvement in students’ academic achievement. Literatures revealed that students’ academic achievement is associated with
parental involvement in school matters where the child is studying though there are some barriers that hinder parents’ effective
involvement in school activities. Both qualitative and quantitative research approaches were used. 475 respondents were included
in the study. These include; students, parents, heads of schools, class teachers, and school committee members. Data were through
interview schedules, questionnaire and documentary reviews. Collected data were analysed quantitatively using SPSS Version 20,
where Pearson product-moment was performed to examine the relationship between parents’ involvement in school activities and
students academic achievement. Descriptive statistics were employed to analyze the nature and desirability of parents’ participation
in school activities that improves students’ academic performance. Findings revealed that there was a strong and positive
relationship between parents involvement in school affairs and students academic achievement. This means that students whose
parents were more involved in their education had better chance of improving their academic achievement than whose parents were
less involved. The study recommend that school administrators, teachers, and parents should be sensitized on the relationship
between parental involvement in school matters and their children’s achievement so that they can develop more effective and
productive strategies including learning from other successful schools that facilitate parent engagement in their children’s
education
Returning to learn: an exploration of motivations behind adolescent student mothers’ school re-entry in Tanzania
No full textJournal articleThis paper explored the reasons prompting adolescent student mothers to return to secondary schools in
Tanzania, particularly in the Mbeya region. Employing a single case study approach, the study intentionally
selected 20 adolescent student mothers. Data collection involved focus group discussions and an open-
ended questionnaire to gain comprehensive insights into the factors that influence adolescent mothers'
decisions to resume education after childbirth. The paper is rooted in Lazarus's (1991) Cognitive Motivational
Relational Theory (CMRT), which focuses on how individuals' cognitive evaluations and motivations drive
their choices and actions in facing challenges. The findings highlight four primary motivations for school
reentry: aspirations for career advancement, pursuit of financial independence, setting a positive example
for their children and rectifying past mistakes. These motivations reflect the resilience of adolescent
mothers, who perceive education as a means to overcome difficulties, improve their socio-economic
conditions and enhance their children's future opportunities. The study implies a need for educational
policies and practices that support adolescent student mothers, including adaptable school schedules,
financial assistance and counselling services to help them effectively manage schooling concurrent with
motherhood. Additionally, it recommends that educational institutions and policymakers foster inclusive
environments that cater to the specific needs of adolescent mothers, promoting their commitment to
education
Coping with dual roles: a case of adolescent student mothers in Tanzania’s secondary schools
No full textResearch paperPurpose – This paper aims to examine adolescent student mothers in Tanzania’s secondary schools’ unique
coping strategies. It intends to explore strategies adolescent student mothers use in coping with the challenges of
managing motherhood concurrent with schooling in the context of Tanzania’s secondary schools.
Design/methodology/approach – The study employed a qualitative single-case study design, involving 35
adolescent student mothers and 5 class teachers selected through purposive sampling. Data collection methods
included focus group discussions for adolescent student mothers and semi-structured interviews for class
teachers, facilitating insights into their coping strategies, and the contextual factors guiding their choices of
certain coping strategies. Thematic analysis ensured systematic analysis of the data.
Findings – The findings indicate that adolescent student mothers use coping strategies like relying on
interpersonal support systems, skipping schooling for some days, bringing with them their children to school,
getting into convenience marriages, involving in income-generating ventures, ignoring and relying on faith and
spiritual support.
Research limitations/implications – This research will be beneficial to adolescent student mothers, parents and
schools and will add a contribution to this field. However, the coping strategies identified were limited to a small
sample from a selected region and schools, hence cannot be used for generalization to a larger population.
Practical implications – This research will assist policymakers in evaluating and reassessing the re-admission
policy to create more conducive environments that suit adolescent student mothers’ situations. This will create a
supportive environment that fosters the well-being of adolescent student mothers and their children.
Social implications – The findings of this paper will be useful in understanding the coping strategies employed
by student mothers and how educational modifications can be implemented to suit adolescent student mothers’
situations.
Originality/value – The research was conducted after introducing the re-admission circular to primary and
secondary schools in Tanzania, and the findings derived from it are original.HEET Projec
