Does leadership exist in early childhood education in Tanzania?

Bakuza, Fortidas

doi:10.3224/8474219910

Cited by 3 publications

(8 citation statements)

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“…This view allows to see leadership as a holistic system that consists of many different actors and when these parts of the system operate in mutual harmony, the leadership is balanced (Nivala;2002). Therefore, early childhood leadership as a field needs specific attention from policy makers, academic institutions and field researchers (Bakuza, 2014). According to Stamopoulos (2012), leadership (in early childhood) is reframed as a shared responsibility amongst all professionals, tertiary educational institutions, professional organizations and those who work and interact with young children and their families.…”

Section: Literature Review 21 Early Childhood Leadershipmentioning

confidence: 99%

“…Leadership, a term commonly known may be interpreted differently by different people in different contexts (Bakuza, 2014). It has historically been defined across two axes, one representing a sense of vision about where an organization should be headed and the second, capturing the relational work required to move the organizational participants towards that end (Murphy, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Lambert (1998) views leadership in education as opportunities to "surface and mediate perceptions, values, beliefs, information, and assumptions through continuing conversation…to create actions that grow out of these new understanding" (1998 p.5-6). Specifically, to Early Childhood, leadership is reframed as a shared responsibility amongst all professionals, tertiary educational institutions, professional organizations, and those who work and interact with young children and their families (Stamopoulos, 2012;Bakuza, 2014). In additional Ho (2011) views leadership in early childhood as a shared responsibility for all early childhood professionals who must tackle educational change.…”

Section: Introductionmentioning

confidence: 99%

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Early Childhood Education Leadership in Tanzania: A Missing Link for Quality Good Start in Basic Education

2024

JEP

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Early Childhood is a foundational period in the life of every child that is very important in the growth and development of each human being. In most literature, policy documents and program interventions, Early Childhood covers the period between conceptions to eight years. It is during this period in the human life cycle that young children acquire knowledge of themselves, people around them and the environments in which they live. Early Childhood as a foundation period for future development is demanding specialized leadership training opportunities, so that those in decision making positions do not only view Early Childhood Education as an option but a sector that should be well addressed. Training opportunities, budget allocations and policy implementations are all important, but they all depend on well informed and well positioned individuals in leadership positions at all levels. In order to tap into the government initiative to improve quality basic education in Tanzania and other developing countries; investing in building capacities in Early Childhood leadership at all levels of education implementation is among the sustainable strategies of ensuring that all children have equal opportunities for quality good start in their basic education.In this study Early Childhood Leadership was operationally defined as the ability of those who are in positions of influencing decisions to do so with relevant knowledge and skills about young children. Leadership is both knowledge and skill gained through appropriate training and therefore, those entrusted with opportunities to serve young children should be well trained and supported to make sure that young children are nurtured well to realize their full potentials. The paper presents findings from a larger study conducted in Tanzania, East Africa to assess the differences between stated and implemented policies in Early Childhood Education leadership.

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Section: Literature Review 21 Early Childhood Leadershipmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Early Childhood Education Leadership in Tanzania: A Missing Link for Quality Good Start in Basic Education

2024

JEP

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“…According to the study by NECTA (2019), more than 25% of standard two pupils from Arusha region scored zero in the three aspects despite the fact that they passed through ECE. The early childhood education curriculum lays a foundation for all forms of education as it equips children with skills for both cognitive and social development (Ndijuye et al, 2020;Cappelen et al, 2020;Bakuza, 2019). Due to its significant effects on the general development of children, early childhood education is receiving much attention in different countries especially the low and middle-income ones (UNESCO, 2019).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania

Selemani¹,

Siamoo²,

Chidyau³

2022

BJE

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This study was conducted to assess the adequacy of human resources on the implementation of early childhood education in public pre-primary schools in Meru District Tanzania. The study was guided by the system theory developed by Ludwig Bertalafy in 1971. The study employed a convergent mixed method research design whereby probability and non- probability sampling techniques were used to select the study sample which consists of 1 DPEO, 4 WEO’s, 30 head teachers of pre-primary schools and 30 pre-primary teachers. The questionnaire, interview guide and observation guide were used in data collection. The content validity of the research instruments was determined by two research experts, one expert in assessment and evaluation and the second in Management and Planning in from MWECAU, while the reliability coefficient of 0.962 was calculated by using Cronbach’s Alpha. Quantitative data were analysed by using means, frequencies, and percentages and presented in table form with the aid of the Statistical Package for Social Sciences (SPSS) version 22 software while the qualitative data were summarised, coded, analyzed, and presented in narration form according to the themes created from the research questions. The findings revealed that human resources are adequate to implement ECE; most of the teachers were competent in various areas included: early childhood classroom management, communication with pupils in pre-primary classes, ability to identify and respond to the individual needs of pre-primary children. Moreover, the study exposed that most of the teacher’s lack frequently training on how to implement a preschool curriculum. On top of that the teachers, as well as heads teachers complained about the teacher-students’ ratio which revealed that most of the classes were overpopulated and the ratio of teacher-student did not comply with the government guide of 25 students per teacher. The study concluded that most of the public pre-primary schools have adequacy teaching staffs that are competent in their field for implementation of early childhood education. The study recommends that, there is a great need for the government to increase employment opportunities of ECE teachers as well as to build more classrooms in pre-primary schools

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“…School administrators have legitimate power to influence effective teaching and learning at pre-primary, primary, and secondary education levels. This is clear in the national education policy which guides the process and procedures for supervising primary education for the purpose of improving the quality of education (TIE, 2016;2019). Based on the policy directives, the school administrators, who are the head teachers, academic teachers, and heads of departments are responsible for supervising activities to ensure effective teaching and learning processes in their respective schools (MoEVT, 2014;ADEM, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring Administrators’ Use of Instructional Advisory Approaches in Enhancing Implementation of Structured Play Activities in Tanzanian Government Pre-primary Schools in Longido and Monduli Districts

Petro¹,

Lyamtane²,

Vumilia³

2023

IJELD

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This study examines the extent to which school administrators use instructional supervisory approaches in enhancing implementation of structured play activities in government pre-primary schools in Longido and Monduli Districts, in Arusha Region in Tanzania. The study was guided by Clinical Supervision Model developed by Goldhammar (1969,1993). Convergent research design was used because it allowed the researcher to collect quantitative and qualitative data so as to understand the problem in detail and triangulate the collected information. The sample consisted of 268 participants who were obtained through stratified, purposive and simple random sampling techniques. Data were collected through questionnaires, interviews, document analysis, and lesson observation. These tools were validated using triangulation and experts in the fields of research, administration and early childhood education. Reliability was ensured using. Cronbach alpha and triangulation techniques. Quantitative data were analyzed descriptively while qualitative data were analyzed using thematic analysis. The findings indicate the school administrators’ supervisory role on the implementation of structured play activities in pre-primary classes to be very low. Findings also show that school administrators used several approaches in supervising teaching and learning in pre-primary classes. These includes checking pre-primary teachers’ schemes of work and lesson plans, classroom observation, monitoring of pre-primary pupils’ progress and checking pre-primary pupils’ works. However, the approaches were moderately used by the school administrators. Structured play activities were also sparingly used. The study recommends that school administrators have to use instructional supervisory approaches to enhance application of the implementation of structured play activities in teaching and learning.

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Does leadership exist in early childhood education in Tanzania?

Cited by 3 publications

References 0 publications

Early Childhood Education Leadership in Tanzania: A Missing Link for Quality Good Start in Basic Education

Early Childhood Education Leadership in Tanzania: A Missing Link for Quality Good Start in Basic Education

Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania

Exploring Administrators’ Use of Instructional Advisory Approaches in Enhancing Implementation of Structured Play Activities in Tanzanian Government Pre-primary Schools in Longido and Monduli Districts

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