Educational Accountability Relationships and Students’ Learning Outcomes in Tanzania’s Public Schools

Komba, Aneth Anselmo

doi:10.1177/2158244017725795

Cited by 20 publications

(33 citation statements)

References 6 publications

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“…Quality education can be achieved by providing the required inputs for excellent education delivery. Consequently, physical infrastructure, curriculum, and human resources availability need adequate funds to be available in secondary schools, again for enhancing the quality of education based on the standard requirements [14][15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of School Heads’ Financial Management Skills in Provision of Quality Education in Secondary School

Amos

Ephrahem

Bhoke-Africanus

2021

JESBS

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The main objective of this study was to evaluate the effectiveness of school heads’ financial management skills in the provision of quality education in secondary schools. This study explored secondary data by reviewing documents and literature materials from online publications and libraries to attain the intended purpose of the study. The study found out that financial management skills such as mobilizing school funds, monitoring, evaluation of budget, and auditing skills were essential for school financial management. The study also found that most of the school heads possess insufficient skills in financial management as school managers. Other financial management challenges were a shortage of school funds, poor monitoring, evaluation, and auditing of school finances. The study suggests strategies such as capacity building among the school heads. Also, decentralization of financial decision making, relevant school mission, and vision, enhance effective monitoring, evaluation, and auditing of financial report as strategies for improving school heads’ financial management skills. The study recommended the necessity of having school heads who are skilled in school-based financial management strategies. The study requested responsible departments or ministries concerns with education to make financial management skills be one of the pre-condition for hiring or promoting a teacher to the top post of school administration.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of School Heads’ Financial Management Skills in Provision of Quality Education in Secondary School

Amos

Ephrahem

Bhoke-Africanus

2021

JESBS

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“…The longterm career of students starts with exhibiting responsible behaviors (Yasmin, Santoso, & Utaya, 2016) because this helps in successful academic performance (Wentzel, 1991). According to Komba (2017) to improve student learning outcomes, there needs to be a formulated and effective attitude towards being responsible to identify areas of work that need to be prioritized within the required time. Students need to start with consistency in completing tasks under the learning plan provided by the lecturers.…”

Section: B Academic Success As a Form Of Future Career Responsibilitymentioning

confidence: 99%

The Importance of Self-Esteem to Students Learning Responsibilities and Group Learning Commitment of Physical Education Students

Blegur

Tlonaen

Lumba

et al. 2021

J. Edu. Teach. Learn.

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<p>This study aims to examine the relationship between self-esteem and learning responsibility and group learning commitment of physical education students. We used a quantitative approach, with a correlation design. During the research, there were 88 physical education students from semester VI involved. In collecting the data, we used the State Self-Esteem Scale from Heatherton and Polivy (1991), the Personal Responsibility Questionnaire from Mergler (2007), and the Organization Commitment Scale from Allen and Meyer (1990). The research data were analyzed descriptively and used Pearson correlation with the assistance of SPSS. The descriptive test revealed that self-esteem is quite good (67%), responsibility for learning is relatively good (54.6%), and students’ group learning commitment is quite good (65.9%). Whereas, the Pearson test indicated that there is a positive and significant relationship between self-esteem and learning responsibilities (0.468) and the students’ group learning commitment (0.282). This study emphasizes that lecturers and peers need to support, maintain, and develop positive self-esteem through supportive feedback to encourage students’ learning behavior, such as being responsible and committed to group learning in completing various learning tasks.</p>

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“…Almost all of these works have been carried out within the Western countries that have quite different context, culture and styles when it comes to accountability for the teachers which may differ from Tanzanian context. Komba's (2017) study in Tanzania dealt with the educational accountability and its relationship with students' learning outcomes and it was a literature based research. While teachers' accountability for pupils' learning is important, in Tanzania it has not been clear how these accountability undertakings operate in the school management system within this decentralised framework where teachers are to be accountable to the school committees for the pupils' performance.…”

Section: The Meaning Of Accountabilitymentioning

confidence: 99%

“…As stated by UNESCO ( 2017), accountability is a shared responsibility between the government, private sector, parents, schools, teachers, Non-Governmental Organisations (NGOs) and students. To Komba (2017), educational accountability requires a reciprocal relationship between the higher and lower level of educational officials. For example, the ministry is responsible for education and educational officials at the regional, district, and ward levels and that it expects teachers to work well and effectively in their schools.…”

Section: The Relationship Between Teachers' Performance and Accountabilitymentioning

confidence: 99%

“…The process involves the government in terms of politicians and policy makers after receiving voices from the customers or the citizens who are regarded as the poor and/or rich people who are to be given power to question the service providers or the institutions/organisations so that they provide the services as required as what has been happening in Tanzania. As observed by Komba (2017) in the long route of accountability, community members are expected to influence policy makers by demanding the government to improve the overall of quality provision of educational facilities in schools that in turn may result into better pupils' learning outcomes. Again, as observed by UNESCO (2017), school management committee and teachers' evaluation committees, selection of books and the pedagogical and content competence play a significant role towards pupils' learning.…”

Section: The Relationship Between Teachers' Performance and Accountabilitymentioning

confidence: 99%

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Teaching profession and educational accountability in Tanzania

Matete

2021

Heliyon

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Teaching profession has recently been scrutinised by different groups of people and sometimes, head teachers have been demoted because of poor academic performance of pupils in the National Examinations. In a decentralised framework through the Primary School Development Programme (PEDP), the school committees have to oversee the functions of the schools to ensure that teachers are accountable for the pupils' learning. This study investigated how teachers as professionals are accountable for pupils' learning and achievement in the National Examinations in Tanzania. This was a qualitative study that was conducted in Dar es Salaam and Mbeya Regions. The study involved 90 classroom teachers, 10 head teachers, 6 school committee members and 2 district educational officers, making a total of 108 participants. Data was collected through open-ended questionnaires, interviews, focus group discussion and documentary analysis. Results from both Dar es Salaam and Mbeya indicated that demoting teachers because of poor performance in the National Examinations is unfair and it undermines the teachers' professional credibility and status although demotion can be warranted to irresponsible and those who do not adhere to the professional standards. Teachers also opposed to be supervised by the school committee as its members do not belong to the teaching profession. Teachers thought school committee members need to deal with all activities that facilitate teaching and learning environment outside the classroom. Some teachers, however, thought that involving the school committee is important because it consists of people who represent the parents who need to know the value for money invested in the education of their children. The argument in this paper is that while teachers' accountability for pupils' learning is important, however, teachers' evaluation of their work performance needs to base on their fulfilment of the ascribed professional code of conduct. Pupils' academic performance is a combination of many factors and it cannot be determined by teaching alone.

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Educational Accountability Relationships and Students’ Learning Outcomes in Tanzania’s Public Schools

Cited by 20 publications

References 6 publications

Effectiveness of School Heads’ Financial Management Skills in Provision of Quality Education in Secondary School

Effectiveness of School Heads’ Financial Management Skills in Provision of Quality Education in Secondary School

The Importance of Self-Esteem to Students Learning Responsibilities and Group Learning Commitment of Physical Education Students

Teaching profession and educational accountability in Tanzania

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