Tanzania

Assessment of Teachers’ Nonmonetary Motivational Factors on Job Satisfaction among Public Secondary Schools in Arusha District, Tanzania

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Author: Goodluck Nzowa Abstract: This study assessed the effect of teachers’ nonmonetary motivational factors on jobsatisfaction among public secondary schools in Arusha District. Data was collected from a sample of 175teachers who were randomly selected from 6 public secondary schools. Analysis of data was performedthrough the SPSS by means of descriptive statistics and hypothesis testing. […]

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Girls’ Multimedia Learning Experiences on Skills Development in Rukwa and Dodoma Regions, Tanzania

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Authors: Belingtone Eliringia Mariki, PhD candidate. Abstract: This article is a case study of the Girls Inspire Project (GIP) of the Institute of Adult Education in Rukwa and Dodoma regions in Tanzania. It aimed at exploring the GIP girls’ multimedia learning experiences in skills development. Specifically, it focused at exploring on how the girls participate

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An Assessment of the Effectiveness of Open Performance Review and Appraisal System (OPRAS) to Secondary School Teachers in Arusha City, Tanzania

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Authors: Dr. Onesto Ilomo, Petro Mapunda Anyingisye Abstract: This study aimed to assess the effectiveness of management and supervision process of Open Performance Review and Appraisal System (OPRAS). The researchers adopted survey design to study 10 out of 26 public secondary schools in Arusha City, Tanzania. Self-administered questionnaires were distributed to 214 sampled teachers of

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Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

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Authors: Jimmy Ezekiel Kihwele, Raiza Mtandi Abstract: Teaching practice is an integral part in preparing pre-service teachers and initiates them to the actual teaching environments. TP has been frequently interrupted hence raising a concern about its contribution on improving pedagogical competencies. This study sought to understand the contribution of teaching practice on developing pre-service teachers’

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Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

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Author: Eliada Werungu Bina Tieng’o, PhD Date: 26th May 2020 Abstract: Despite the involvement of community participation in various development projects over the years in Tanzania, little is known of its implications on sustainability of fee free basic education in rural public primary schools. A mixed method exploratory approach, informed by ecological systems theory, employed

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Correlation between Food Provision, Teachers’ Involvement and Pupils’ Engagement in Learning: A Case of Primary Schools in Arusha City, Tanzania

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This study sought to establish the relationship between food provision, teachers’ involvement and pupils’ engagement in learning using descriptive-correlational design.

Correlation between Food Provision, Teachers’ Involvement and Pupils’ Engagement in Learning: A Case of Primary Schools in Arusha City, Tanzania Read More »