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Factors Contributing to Female Teachers Underrepresentation in Schools Leadership: A Case of Sumbawanga, Tanzania

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Authors: Consolata Mbalilaki (Saint Augustine University of Tanzania) and Daniel Oduor Onyango, PhD (Saint Augustine University of Tanzania) Abstract: This study sought to investigate the factors contributing to underrepresentation of female teachers in leadership positions in public secondary schools in Sumbawanga Municipality. The study employed the mixed research approach and convergent parallel research design. The […]

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Critical Analysis of COVID-19 Containment Policy in the United Kingdom

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Author: Alen Kinyina (University of Wolverhampton, United Kingdom) Abstract: United Kingdom (UK) is among the top ten countries that were highly affected by COVID-19 pandemic. The government implemented the COVID-19 containment policy with stringent measures including lockdown, quarantine of all travelers from out of the UK and isolation of all COVID-19 positive cases. The number

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Confluence of Kinship and Divinity in Ola Rotimi’s The Gods Are Not to Blame and Sophocles’ Oedipus the King and Oedipus at Colonus

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Authors: Stephen Okari Onkoba (Laikipia University, Kenya), Albert Mugambi Rutere (Laikipia University, Kenya) and Nicholas Goro Kamau (Laikipia University, Kenya) Abstract: Blood and affinal ties are central in any discourse on kinship. This paper grapples with representation of kinship ties within a spiritual matrix envisioned in the dramaturgy of Ola Rotimi and Sophocles. The Gods

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Multilingualism as a Classroom Resource for Communicative Language Teaching: A Case of a Primary School in Warren Park, Zimbabwe

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Author: Mildred Shingirirai Nyamayedenga, PhD (Women’s University in Africa, Zimbabwe) Abstract: This study sought to explore the use of multilingualism as a classroom resource to implement Communicative Language Teaching at a primary school in Zimbabwe. The study employed a single case study design which is qualitative in nature. The population comprised of 21 teachers at

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Student Teachers School Experience in Zambia: Experiences and Challenges

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Authors: Innocent Mutale Mulenga (The University of Zambia) and Katongo Bwalya (The University of Zambia) Abstract: The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host

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Demographic Characteristics and Occupational Stress by Secondary School Teachers in Greater Bushenyi, Uganda

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Authors: Athanansio Bashaija (Kampala International University, Uganda), Dennis Zami Atibuni (Busitema University, Uganda), Aloysius Rukundo (Mbarara University of Science and Technology, Uganda) Abstract: This study sought to establish the differences in occupational stress across socio- demographic characteristics of secondary school teachers in Greater Bushenyi, Uganda through the cross sectional research design. The researchers sampled 33

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Factors Contributing to Lack of Soft Skills among Tanzanian Higher Learning Graduates

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Author: Emmanuel J. Munishi, PhD (College of Business Education, Dar es Salaam, Tanzania) Abstract: Despite the critical role played by soft skills in ensuring employability and career development among graduates, evidence suggests a huge lack of these skills among graduates in Tanzania. Against this backdrop, this paper explored factors contributing to lack of soft skills

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Guidelines, Frameworks and Practices of School Guidance and Counselling: A Comparison between Uganda and Germany

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Authors: Tumwebaze Alicon Auf (University of Bosaso Garowe, Somalia) and Juliet Arinaitwe (Gayaza High School, Uganda) Abstract: This study sought to review the school guidance and counselling program in Uganda as an underdeveloped country in comparison with that of Germany as a developed one. The study was prompted by the unending unemployment and the rising

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Quality Assurance Strategies in Enhancing Learning Achievement among Public Primary Schools in Arusha Region, Tanzania

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Authors: Rosemary Makiya (Open University of Tanzania), Cosmas Mnyanyi, PhD (Open University of Tanzania) and Coletha Ngirwa, PhD (Open University of Tanzania) Abstract: This study investigated the School Quality Assurance (SQA) strategies in enhancing learning achievement among Public Primary Schools (PPSs) in Arusha Region, Tanzania, using a cross-section descriptive design. Interviews and questionnaires were used

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Factors that Accelerate Vulnerability to Climate Change Impact among the Agro- Pastoralists in Arumeru, Tanzania

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Author: Laurent Sunda Joseph, PhD (Institute of Finance Management, Tanzania) Abstract: This study sought to establish factors that accelerate vulnerability to climate change impact among Agro- Pastoralists in Arumeru District, Tanzania, using the Cross- Sectional Survey Design. The sample size was 202 respondents selected through random and purposive sampling procedures. In each village, 30 households

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