International Journal of Education Humanities and Social Science, 2024
This study focused on exploring Teachers' Perceptions of Inclusive Education of Students with Hea... more This study focused on exploring Teachers' Perceptions of Inclusive Education of Students with Hearing Impairment in Public Secondary Schools in Morogoro Municipal, Tanzania. Students with hearing impairment have equitable access to education. The research employed a mixed research philosophy, whereby the convergent research design was used. The sample size used was 32 respondents, where 30 are teachers, heads of schools, and Municipal Secondary Education Special Need Educational Officers (HoS and MSESNO). The instruments used were questionnaires and interviews. The study found positive perceptions of teachers on inclusive education of students with hearing impairment. The study also found that teachers don't know how to use sign language which is the medium of information for students with hearing impairment. The study found that most of the respondents understand what inclusive education means, inadequate professional development, inadequate assistive technology for students with hearing impairment in inclusive regular schools Poor environmental conditions disrupt learning and teaching activities, few specialist teachers, and lack of stakeholder involvement make difficult to provide education for students with inclusive education also the curriculum is not suit students with hearing impairment. The study recommends in-service training of inclusive classroom teachers should be done from time to time by rechecking the inclusive education policies. Secondly, government should reform the curriculum which should show how students with disabilities are equitable access to education within the classroom. Thirdly, most teachers should be trained in using sign language to help students with hearing impairment in highly achieving academically. Fourthly, the infrastructure being rebuilt or built should be conducive to meeting the needs of all learners with disabilities as well as the availability of all assistive devices that may harmonize the learning process. By doing so, Tanzania may attain one of the keys to sustainable millennium goals of 'Education for All'.
A Critical Review of Micro-Management Practices: Constraints and Endorsed Measures in Selected Public Secondary Schools in Morogoro Municipal, Tanzania
International journal of education, learning and development, Apr 15, 2024
Exploring Strategies Related to Usability of Assistive Technologies in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania
This study aims to provide an in-depth understanding of strategies for enhancing the implementati... more This study aims to provide an in-depth understanding of strategies for enhancing the implementation of instructional leadership practices for collective decisionmaking in Public Secondary Schools in Morogoro Municipality. This study adopted the Distributed Transformational leadership theories propounded by James Spillane and Bernard Bass. The study adopted a convergent research design under a mixed research approach. Probability and non-probability sampling techniques were employed to sample respondents in this study. The study collected data from five (5) Heads of Schools (HoSs) and fifty (50) Teachers using an interview guide and questionnaire. The study found that instructional leadership encompasses the actions and strategies undertaken by school leaders to promote effective teaching practices, curriculum development, and student achievement. Nevertheless, the study also found that instructional leadership is a critical factor influencing teaching quality and student achievement. There is limited understanding of how these practices manifest and interact with collective decision-making structures within school settings. The hypothesis test indicated no significant relationship between instructional leadership practices and collective decision-making in public secondary schools. This study concluded that school administrators should work on improving instructional leadership practices to enhance collective decision-making. The study also resolved that instructional leadership and collective decision-making jointly create an effective collaborative school environment that focuses on improving teaching and learning outcomes for all students. Therefore, the study recommended Ministry of Education to organize capacity-building programs for HoSs focusing on instructional leadership skills and effective decision-making.
Influence of Delegation of Responsibility in Participative Leadership Style on Improving the Quality of Education in Public Secondary Schools in Arusha Region, Tanzania
British Journal of Education
This study addressed the influence of delegation of responsibility in participative leadership st... more This study addressed the influence of delegation of responsibility in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was informed by Likert’ participative system theory. Correlation survey design was adopted to establish the influence of delegation of responsibilities on improving the quality of education. To this end two hundred and nineteen (219) respondents from 18 public secondary schools were selected based on stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three (03) district education officers, eighteen (18) heads of schools, eighteen (18) academic masters/mistresses, and one hundred and eighty, and (180) teachers. In this study data was collected by using multiple instruments such as questionnaires for teachers and academic masters/mistresses, interview schedule for district education officers and headmasters/mistresses, and...
Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania
British Journal of Education
This study examined the influence of shared strategic vision in participative leadership style on... more This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education. Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students’ leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in preparing a detailed school calendar system to guide teaching and learning activities for facilitating students’ achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementatio...
Contribution of School-Based Income Generating Activities in Quality Education Provision in Secondary Schools Managed by the Catholic Diocese of Moshi, Tanzania
The purpose of this study was to find out the contribution of school-based income generating acti... more The purpose of this study was to find out the contribution of school-based income generating activities (IGAs) in quality education provision in secondary schools managed by the Catholic Diocese of Moshi (CDM). This study was conducted in October, 2017 in 12 secondary schools managed by the CDM comprising 8 co-education, 2 girls and 2 boys’ secondary schools. The study adopted a quantitative approach under a cross-sectional survey research design. A sample size of 252 respondents was selected to be part of this study; this included a total of 168 Students and 72 Teachers using stratified and simple random sampling. The study also automatically involved 12 Heads of schools. Data was collected through self-administering Questionnaires to the Heads of schools, Teachers and Students; and Document Analysis Schedule for examine Form Four National Examination results from secondary schools selected as a sample of the study. The data obtained was analyzed through Statistical Package for Soc...
Journal of Education, Society and Behavioural Science
The main objective of this study was to evaluate the effectiveness of school heads’ financial man... more 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, an...
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