Secondary Schools

Challenges Experienced in Inclusive Education among Secondary Schools in Temeke District, Tanzania

Leave a Comment / Vol 5, Issue 1 /

Authors: Bertha Losioki (The Mwalimu Nyerere Memorial Academy, Tanzania) and Christer Ngowoko (The Mwalimu Nyerere Memorial Academy, Tanzania) Abstract: This study investigated about challenges experienced in inclusive education among secondary schools in Temeke District, Tanzania. The study used the triangulation research design, where data emerged from an interview schedule, a questionnaire and the observation schedule. […]

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Assessing Competences of Geography Students Acquired through the Competence-based Teaching and Learning Approach in Rwandan Secondary Schools

Leave a Comment / Vol 4, Issue 6 /

Authors: Dan Imaniriho, PhD (University of Rwanda), Vincent Manirakiza (University of Rwanda), Delphine Mukingambeho (University of Rwanda), Mahsen Nyirishema (University of Rwanda), Innocent Muhire (University of Rwanda) and Jean Leonard Buhigiro (University of Rwanda) Abstract: This study sought to assess the level of competences acquired by Geography students through the Competence-based teaching and learning approach

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Teachers’ Perceptions and Use of ICT Facilities in Teaching Mathematics: A Case of Selected Secondary Schools in Gasabo District, Rwanda

Leave a Comment / Vol 4, Issue 5 /

Authors: Onesme Niyibizi (University of Rwanda) and Vedaste Mutarutinya, PhD (University of Rwanda) Abstract: This study investigated the perspectives of mathematics teachers on the integration of ICT facilities in teaching within four public secondary schools in the Gasabo District. Employing a mixed-methods approach with 23 participants selected through simple random sampling, the study utilized a

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Trends in Mentoring of Beginning Teachers in Government Secondary Schools of Rukwa Region, Tanzania

Leave a Comment / Vol 4, Issue 3 /

Author: Lucas Mzelela John (University of Dar es Salaam, Tanzania), Johnson Muchunguzi Ishengoma (University of Dar es Salaam, Tanzania) and Eugenia Joseph Kafanabo (University of Dar es Salaam, Tanzania) Abstract: The study aimed to explore trends in the mentoring of beginning teachers to enhance pedagogical skills in selected government secondary schools in the Rukwa Region,

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Prevalence of School Based Bullying among Monduli District Public Secondary Schools, Tanzania

Leave a Comment / Vol 3, Issue 5 /

Authors: Grace Irira (University of Arusha), Mussa S. Muneja, ThD (University of Arusha) Abstract: The study aimed to analyze the prevalence rate of School Based Bullying. The study was done at Monduli District Public Secondary Schools, in Tanzania and it used descriptive survey design which falls in a quantitative research approach. A standardized closed-ended questionnaire

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Perceived Impact of Collaborative Partnerships on Student Teachers’ Core Skills of the 21st Century: A Case of East-Central and Southern Ethiopia

Leave a Comment / Vol 3, Issue 4 /

Author: Tesfaye Tadese Hailegnaw, PhD (University of Eastern Africa Baraton) Abstract: The study explored the perceived impact of collaborative partnerships on the core skills of the 21st century in learning institutions East-Central and Southern Ethiopia using the descriptive research design. The study involved 7 colleges of teacher education and 35 secondary schools with 6021 college

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Effect of Teachers’ Welfare on Job Effectiveness among Secondary Schools in Mbarara City, Uganda

Leave a Comment / Vol 3, Issue 4 /

Authors: Monica Ashaba (Bishop Stuart University), Richard Twebaze (Bishop Stuart University), Nyemara Novatus (Bishop Stuart University) Abstract: This study sought to establish the effect of teachers’ welfare on teachers’ job effectiveness among the secondary schools in Mbarara City in Uganda using a descriptive cross sectional survey design. The study was conducted in Mbarara City which

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Rainwater Harvesting as a Strategic Planning Management of COVID-19 Pandemic among Public Secondary Schools in Tanzania

Leave a Comment / Vol 3, Issue 3 /

Author: Ombeni W. Msuya, PhD (University of Dodoma, Tanzania) Abstract: This study explored rainwater harvesting as strategic planning management of the Covid-19 Pandemic in Secondary Schools in Tanzania. The study was carried out in Dodoma Region, Tanzania. It adopted a mixed research method by employing both quantitative and qualitative approaches under the cross-sectional research design.

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

Leave a Comment / Vol 3, Issue 2 /

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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Effectiveness of Secondary School Boards in Managing Students’ Discipline among Public Secondary Schools in Ulanga District, Morogoro Tanzania

Leave a Comment / Vol 1, Issue 3 /

Authors: Anunsiata T. Liguluka and Daniel Oduor Onyango (Department of Education Foundations, St. Augustine University of Tanzania) Abstract: The purpose of this study was to investigate the effectiveness of secondary school boards in managing students’ discipline among public secondary schools in Ulanga District, Tanzania. The study employed mixed research approach and convergent parallel research design.

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