The aim of the study was to analyze the challenges facing implementation of free education policy in Tanzania among selected Public Primary Schools in Babati Town. The study used descriptive research design by applying quantitative research approach. Teachers were selected using total population sampling. Since the study involved only 13 schools, it was easy to collect data from all 147 teachers. The data collection instruments were validated by expert judgement from University of Arusha Research Board. Moreover, a pilot study was done and the tool was revised accordingly. The data was coded in SPSS software and descriptive analysis was used to collect data. The first objective was about teaching based challenges faced by teachers under the current policy of free education at public primary schools. The overall finding shows the teaching based challenges have exponentially increased as seen in the shortage of classrooms, availability of large number of students in small classrooms and making it harder for teachers to facilitate crowded classrooms. The second objective was geared to describe management-based challenges faced by heads of schools under the current policy of free education. The overall findings show that head teachers worked in harder environments as compared to when the free education policy was not in operation. It is recommended that the government of Tanzania should increase education funding in order to make free education policy relevant. Also it is further recommended that the government should give clear explanation of what free education is all about in order to make parents be willing to support schools through material and moral support.
This study was pursued to establish the effects of extracurricular activities on students’ motivation to learn among Seventh- day Adventist affiliated Secondary Schools in Morogoro, Tanzania. The study employed the quantitative research approach using the descriptive-correlational design. The targeted population of the study was 398 students from two SDA-affiliated Secondary Schools in Morogogoro. A sample of 199 students was determined through the Taro Yamane’s mathematical formula. Data was collected through a self-constructed questionnaire based on literature review. The first two research questions were analyzed through descriptive statistics while the third was analyzed through Pearson Product Moment Correlation Coefficient. Based on the findings, the study concluded that students actively participated in extracurricular activities and were motivated to learn through various ways. The more students participate in extracurricular activities, the more their learning motivation increased. Therefore, participation in extracurricular activities enhanced the learning motivation for students. The study recommends that students be encouraged to actively participate in various extracurricular activities for betterment of their physical, mental and spiritual wellbeing and for the improved learning motivation. Secondly, schools should improve the quality of extracurricular activities so that students may gain richer experiences as they keep participating in the extra-curricular activities.
This study was conducted among SDA secondary schools in Arusha and Kilimanjaro regions to establish the effectiveness of wholistic Education. Out of five schools, three were randomly selected for participation. The three schools had a total of 120 Form Four students from whom 92 were selected to fill the questionnaire through simple random sampling. The analysis involved descriptive statistics, t-test and Pearson Correlation. The study concluded that wholistic education is effective in the schools under investigation. This is due to the fact that students, regardless of their religious affiliation, agreed with most of items that measured the variables in the questionnaire. Furthermore, there is significant positive relationship between the physical, the spiritual and mental aspects of the wholistic education. Therefore, there is need for leadership in schools under investigation to improve the quality of food provided to students since they were not satisfied with the quality of food provided. Since the physical, mental and spiritual aspects correlate with one another, there is need to ensure a balanced curricular and extra-curricular programs that accommodate the three aspects so that learners may receive quality and balanced education which prepares them physically, mentally and spiritually for better service in this world and in the world to come.
This study investigated the effect of school management on students’ perceived academic achievement among Seventh- day Adventist secondary schools in in North-East Tanzania. The study employed survey research design, whereby a self-administered questionnaire was distributed to 311 randomly selected students and their responses were analyzed through the Statistical Package for Social Sciences. The study established that school management was effective in planning, motivating and encouraging students to work hard toward maximized academic achievement. However, the school management was perceived ineffective in accepting ideas from students and involving parents in decision making. Students were satisfied with their academic achievement and believed that their academic competence keeps increasing from day to day but were undecided whether teachers and parents are satisfied with their academic achievement. Finally, students’ academic achievement is positively influenced by effective school management. Based on the conclusions, the researchers recommended that, while school management is effective in planning, motivating and encouraging students to work hard toward maximized achievement, the school leaders need to improve on acceptance of constructive ideas from students and involving parents in decision making processes. While students were satisfied with their academic achievement and they were undecided whether teachers and parents are satisfied with their academic achievements, there is a need to enhance the interaction between students and their parents and teachers for them to grasp how parents and teachers perceive their academic achievement. Finally, while students’ academic achievement is positively influenced be effective school management, there is need for school leaders to improve their managerial practices which will enhance the level of academic achievement by students in the respective schools.
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 which 197 (92.1%) returned the questionnaire and 17 (7.9%) questionnaires were not returned. The collected data were analyzed using descriptive statistics through mean scores. The study revealed that secondary school teachers perceived that the management and supervision process of OPRAS was not effective. The study also revealed that the heads of secondary schools didn’t coach, mentor and counsel their teachers about OPRAS. Teachers didn’t sign annual performance agreements and account for their performance; the teachers didn’t receive copies (feedback) of their performance development of mid-year and annual reviews and didn’t comment on their performance appraisal report. Furthermore, the discussions on the attainment of teachers’ annual overall performance between teachers and their supervisors were not being witnessed by observers. The researchers recommended that Local Government Authorities and Policy makers in educational sector need to train supervisors on OPRAS so that they may acquire the basic knowledge, skills and competence required for its effective implementation. Heads of secondary schools should coach, mentor and counsel their teachers about OPRAS. Also during appraisal and review process, both supervisors and teachers should be involved and supervisors should provide feedback to their subordinates. Moreover, Government authorities need to be committed to the OPRAS as a tool of measuring teacher’s performance.
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