Browsing by Author "Gervas, Imelda"

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Educational quality management in public and private secondary schools under sedp ii: a case of selected secondary schools in Morogoro Region, Tanzania
(Sokoine University of Agriculture, 2019) Gervas, Imelda
In this era of globalisation and technological revolution, education is considered as a first step for every human activity. It plays vital roles in the development of human capital. The Secondary Education Development Programme II (SEDP II: 2010-2015) in Tanzania, is a continuation of Secondary Education Development Programme I (SEDP I), which was implemented between 2004 and 2009, building on the national goals of secondary education provision. The purpose of this study was therefore to analyze the Management of Educational Quality in selected Public and Private Secondary Schools in Morogoro Region. The specific objectives were to: assess schools educational quality management based on educational input under SEDP II for years 2010 to 2013; examine schools educational quality management based on educational output under SEDP II for years 2010 to 2013 and assess effectiveness of Public Secondary Schools (PuSS) and Private Secondary Schools (PrSS) management tasks in the study area. Data were collected from 400 respondents‟ including: 320 students, 80 teachers and 20 key informants and various documentary sources using questionnaires, researcher‟s diary and checklist. Quantitative data were analysed by using SPSS computer software and “content analysis” technique was used to analyse qualitative data. The study found that PuSS, which were involved in SEDP II Programme had poor and insufficient inputs, educational output and educational management tasks compared to PrSS, which were not involved in SEDP II Programme. The study also found out that PrSS had much autonomy and decentralisation compared to PuSS. It was concluded that the shortage of proper management of fiscal, human and materials resource management affected the quality of PuSS. It was, therefore, recommended that there is a need for the Central Government to allocate enough funds to its schools to cater for all necessary inputs required. Also should employ trained educational managers for proper financial, human and material resources management. Further research to undertake case studies on the relative performance of public and private secondary schools in boosting student achievement was also suggested.
Teachers’ and students’ level of awareness regarding re-entry of mother-students in public secondary schools in Dodoma city
(East African Journal of Education and Social Sciences (EAJESS), 2024) Laurencio, Deus Lweyemamu; Gervas, Imelda; Nyinondi, Onesmo S.
Background: This study investigates the awareness levels among teachers and students regarding the re-entry policy for mother students in public secondary schools in Dodoma City, Tanzania. The re-entry policy, implemented in 2021, emphasises the readmission of teen mothers to the regular school system. Study Design: Employing a Concurrent Triangulation Design, the study gathered comprehensive information by incorporating diverse research methods. Population and Sampling: A sample of 489 students and 104 teachers from ordinal secondary schools in Dodoma City was selected using random, systematic, and stratified techniques. Instruments/Sources of Data: Data collection utilised questionnaires, interviews, and Focus Group Discussions (FGD). Validity and Reliability: Validity was ensured through a literature review, expert consultation, and supervisor input. Reliability was confirmed via a test-retest method, yielding a Cronbach’s Alpha of 0.705. Statistical Treatment of Data: SPSS version 25 facilitated descriptive and inferential statistical analyses, employing counts, percentages, and tables for data condensation. The Chi-square test explored associations between variables. Ethical Considerations: Following ethical guidelines, the study prioritized participant confidentiality and informed consent. Key Findings: The study identified that 55% of students and 69% of teachers possessed adequate awareness of re-entry guidelines. Significant associations were noted between awareness levels and socio-demographic attributes, including teachers’ and students’ sex, students’ class, and the education level of students’ mothers. Recommendation: The study recommends that the Tanzanian government reinforce and implement existing re-entry guidelines. This is crucial to prevent the exclusion of girls from the education arena and foster inclusivity and equal educational opportunities.
Understanding teachers' and students' perceptions on the re-entry of teen mother-students in public secondary schools of Dodoma City
(International Journal of Research Studies in Education, 2024-06-20) Laurencio, Deus Lweyemamu; Gervas, Imelda; Nyinondi, Onesmo S.
This research study adopted a Concurrent Triangulation Design based on a mixed approach to investigate the perceptions of teachers and students regarding the re-entry of mother-students into public secondary schools in Dodoma City. The study involved a sample of 489 students and 104 teachers from ordinary secondary schools, eight teachers, and seven mother-students from secondary school centers. Systematic, simple random, purposive, and stratified sampling techniques were used to draw the categorical samples from the population. Data were analyzed using descriptive through counts and frequencies and thematic procedures were adopted for qualitative data analysis. The demographic analysis of school students and teachers revealed that the teaching profession in Dodoma City is predominantly female, which may influence the support provided to teen mother-students upon re-entry. The findings showed different perceptions towards the re-entry of mother-students. However, both teachers and students recognize the importance of providing educational opportunities to these young mothers. Alternatively, concerns regarding stigmatization, financial barriers, and parental attitudes were also identified. To foster a supportive and inclusive learning environment. The study recommended organizing workshops for teachers to sensitize them about the challenges faced by mother-students, developing comprehensive support programs, involving parents in the re-entry process, and providing targeted financial assistance. Addressing these issues can empower teen mother-students to pursue their education and contribute to breaking the cycle of poverty while promoting gender equality. By implementing the proposed recommendations, educational policymakers and stakeholders can create a conducive environment for the successful reintegration of mother students into the formal education system.