Vol 5, Issue 4 – EAJESS – ISSN 2714-2132

Factors Influencing Teachers’ Turnover from Government Secondary Schools in Makete District, Tanzania

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Authors: Esta Hosea Sanga (University of Iringa, Tanzania), Lucas Mwahombela, PhD (University of Iringa, Tanzania) and Fredy S. Msigallah (University of Iringa, Tanzania) Abstract: This study investigated about factors influencing teachers’ turnover from government secondary schools in Makete District, Tanzania. The study employed the descriptive design. The design was chosen because it is the best […]

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African Indigenous Knowledge Systems in the Contemporary Era: A Historical Reflection in Sukuma Land, Tanzania

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Authors: Athanasy Gregory (St. Augustine University of Tanzania), Pius Luvumwa (St. Augustine University of Tanzania), Violeth Msuya (St. Augustine University of Tanzania) and Mulokozi Abel (St. Augustine University of Tanzania) Abstract: This paper examined the Sukuma indigenous knowledge systems, which have for centuries been practiced by the Sukuma people of Tanzania. The study identified the

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Effectiveness and Preference of Recognition Strategies for Academic Staff Retention among Selected Private Higher Learning Institutions in Tanzania

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Authors: Mwanaisha Alli (The Open University of Tanzania) and Jacob Lisakafu, PhD (The Open University of Tanzania) Abstract: This study soughht to establish effectiveness and preference of recognition strategies for academic staff retention among selected private higher learning institutions in Tanzania. The study used the descriptive research design. Out of the population of 180 potential

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Assessment Beliefs, Practices and Competence Vis-À-Vis Demographic Characteristics of Senior High School Social Studies Teachers in Ghana

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Authors: Frank Awuah, PhD (Dambai College of Education, Ghana), Lucy Effeh Attom, PhD (University of Education, Winneba, Ghana), Isaac Eshun, PhD (University of Education, Winneba, Ghana) and Anthony Bordoh, PhD (University of Education, Winneba, Ghana) Abstract: This study examined the impact of demographic factors on the assessment beliefs, practices and competence of Social Studies teachers

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Teachers and Students’ Awareness of Re-Entry of Mother-Students Policy in Public Secondary Schools in Dodoma City, Tanzania

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Authors: Deus Lweyemamu Laurencio (Sokoine University of Agriculture), Imelda Gervas, PhD (Sokoine University of Agriculture) and Onesmo S. Nyinondi, PhD (Sokoine University of Agriculture) Abstract: This study investigates the awareness levels among teachers and students regarding the reentry policy for mother-students in public secondary schools in Dodoma City, Tanzania. The study employed a descriptive research

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Causes and Reduction Strategies of Research Writing Anxiety among Social Science Undergraduate Students at Mwalimu Nyerere Memorial Academy, Tanzania

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Authors: Christian Mubofu, PhD (Mwalimu Nyerere Memorial Academy) and Luzabeth Kitali, PhD (Mwalimu Nyerere Memorial Academy) Abstract: This study examined the causes and reduction strategies of research writing anxiety among social science undergraduate students at The Mwalimu Nyerere Memorial Academy (MNMA) in Dar es Salaam, Tanzania. A descriptive research design was adopted to facilitate the

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Factors Shaping Academic Study Skills of University of Rwanda Undergraduate Students

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Authors: Delphine Mukingambeho, PhD (University of Rwanda), Prof. Gabriel Nizeyimana, PhD (University of Rwanda), Prof. Sylvestre Nzahabwanayo, PhD (University of Rwanda) and Prof. Wenceslas Nzabalirwa, PhD (University of Rwanda) Abstract: This study examined factors that shape study skills of University of Rwanda undergraduate students, specifically at the National Police College. Using a qualitative cross-sectional design,

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Challenges Facing Children Reintegration in Uasin Gishu County, Kenya

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Authors: Willice O. Abuya (Moi University, Kenya), Thomas G. Onsarigo (Catholic University, Kenya), Scholastic N. Adeli (Moi University, Kenya), Felix Ochieng (Kenya Medical Research Institute), Miriam Musyoka (SOS CV-Kenya, Eldoret) and Jeniffer Ogutu (SOS CV-Kenya, Eldoret) Abstract: This study sought to establish challenges facing children reintegration in Uasin Gishu County, Kenya. The study used a

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A Comprehensive Review of the Integrated Program for Out-of-School Adolescents (IPOSA) in Tanzania

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Author: Sempeho Ibahati Siafu, PhD (Institute of Adult Education, Tanzania) Abstract: The purpose of this study was to analyze how the Integrated Program for Out-of-SchoolcAdolescents (IPOSA) addresses the educational challenges of out of-school adolescents in Tanzania through its flexible, competency-based approach. The study also sought to provide insights for improving the program’s effectiveness and scalability.

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