Teaching

Factors Influencing Professional Commitment of Public Secondary School Teachers in Trans-Nzoia West Sub-County, Kenya

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Authors: Nehemiah Kimutai Bett (School of Education, University of Eastern Africa, Baraton, Kenya), Prof. Vencie B. Allida, PhD (Graduate Education and Leadership, Northern Caribbean University, Jamaica) and Prof. Elizabeth Mendoza-Role, PhD (Data Analyst and Research Consultant, Riverside, California, USA) Abstract: This study sought to established factors influencing the professional commitment of public secondary school teachers […]

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Perception of Educators towards the Adoption of Education 5.0: A Case of a State University in Zimbabwe

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Authors: Dumisani Rumbidzai Muzira, PhD (Marondera University of Agricultural Sciences and Technology, Zimbabwe) and Beatrice Maupa Bondai (University of Zimbabwe) Abstract: This study was an exploration of educators’ perceptions towards the adoption of Education 5.0 which was conducted at a state University in Zimbabwe. Education 5.0 is a new curriculum reform that would need a

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Appropriateness and Adequacy of Teaching and Learning Resources and Students’ Industrial Attachment in Public Colleges of Technical and Vocational Education in Zambia

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Authors: Innocent Mutale Mulenga, PhD (Lecturer of Curriculum Studies and Teacher Education, The University of Zambia) and Edward King Chileshe (Teacher, Nyimba Secondary School, Zambia) Abstract: Zambia has the largest youthful population of below 15 and 18 years which constitute 45.5% and 52.5% of the total population respectively. This is expected to rise by 2030.

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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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Early Childhood Pre-Service Teachers’ Conception of Living and Non- Living Things in a Ghanaian College of Education

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Author: Sakina Acquah, PhD Abstract: The study examined pre-service teachers’ conception of living and non-living things and their classification using a case study design. The mixed method approach was employed for this study. Census sampling technique was initially used to collect data from 70 participants who complete a questionnaire. Afterwards, purposive sampling technique was used

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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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Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe

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This study sought to find out the students and teachers’ responses to teacher corrective feedback in composition writing among Secondary Schools in Bulawayo, Zimbabwe using parallel questionnaires for teachers and students.

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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.

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