Browsing by Author "Mwakililo, Pendo Samson"

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Coping with dual roles: a case of adolescent student mothers in Tanzania’s secondary schools
(Emerald Publishing Limited, 2024) Mwakililo, Pendo Samson; Mauki, Chris Mungubariki; Lyakurwa, Suitbert Emil
Purpose – This paper aims to examine adolescent student mothers in Tanzania’s secondary schools’ unique coping strategies. It intends to explore strategies adolescent student mothers use in coping with the challenges of managing motherhood concurrent with schooling in the context of Tanzania’s secondary schools. Design/methodology/approach – The study employed a qualitative single-case study design, involving 35 adolescent student mothers and 5 class teachers selected through purposive sampling. Data collection methods included focus group discussions for adolescent student mothers and semi-structured interviews for class teachers, facilitating insights into their coping strategies, and the contextual factors guiding their choices of certain coping strategies. Thematic analysis ensured systematic analysis of the data. Findings – The findings indicate that adolescent student mothers use coping strategies like relying on interpersonal support systems, skipping schooling for some days, bringing with them their children to school, getting into convenience marriages, involving in income-generating ventures, ignoring and relying on faith and spiritual support. Research limitations/implications – This research will be beneficial to adolescent student mothers, parents and schools and will add a contribution to this field. However, the coping strategies identified were limited to a small sample from a selected region and schools, hence cannot be used for generalization to a larger population. Practical implications – This research will assist policymakers in evaluating and reassessing the re-admission policy to create more conducive environments that suit adolescent student mothers’ situations. This will create a supportive environment that fosters the well-being of adolescent student mothers and their children. Social implications – The findings of this paper will be useful in understanding the coping strategies employed by student mothers and how educational modifications can be implemented to suit adolescent student mothers’ situations. Originality/value – The research was conducted after introducing the re-admission circular to primary and secondary schools in Tanzania, and the findings derived from it are original.
The influence of parents’ involvement in student’s academic achievement in community secondary schools in Tanzania - a case of Mbeya City, Tanzania.
(International Journal of Academic Multidisciplinary Research (IJAMR), 2021-11) Mwakililo, Pendo Samson; Mgaya, Athumani Juma
The study focused to assess the influence of parents’ involvement in on students’ academic achievements in community secondary school in Tanzaniaa case of Mbeya city Tanzania. Specifically examined the pattern and extent to which parents’ involvement in students’ academic achievement. Literatures revealed that students’ academic achievement is associated with parental involvement in school matters where the child is studying though there are some barriers that hinder parents’ effective involvement in school activities. Both qualitative and quantitative research approaches were used. 475 respondents were included in the study. These include; students, parents, heads of schools, class teachers, and school committee members. Data were through interview schedules, questionnaire and documentary reviews. Collected data were analysed quantitatively using SPSS Version 20, where Pearson product-moment was performed to examine the relationship between parents’ involvement in school activities and students academic achievement. Descriptive statistics were employed to analyze the nature and desirability of parents’ participation in school activities that improves students’ academic performance. Findings revealed that there was a strong and positive relationship between parents involvement in school affairs and students academic achievement. This means that students whose parents were more involved in their education had better chance of improving their academic achievement than whose parents were less involved. The study recommend that school administrators, teachers, and parents should be sensitized on the relationship between parental involvement in school matters and their children’s achievement so that they can develop more effective and productive strategies including learning from other successful schools that facilitate parent engagement in their children’s education.
Perceptions of the effectiveness of sex education in reducing pregnancies in schools
(International Journal of Academic Multidisciplinary Research (IJAMR), 2021-11) Mgaya, Athumani Juma; Mwakililo, Pendo Samson
The objective of this study was to explore perceptions and views of parents, teachers and students on the effectiveness of sex education in reducing the magnitude of pregnancies and related risky sexual behaviours in schools. The study consisted of 542 respondents where 100 were parents, 150 teachers and 292 students. Descriptive survey design and quantitative approach were used through questionnaires. By using an independent t-test and ANOVA, the Statistical Packages for Social Sciences (SPSS) version 20 were used for data entry. The statistical p-value was p≤ .05 and the confidence level was 0.95(CL of 95%). The results showed that about 70% of parents, teachers and students had positive views on sex education that it will reduce risky sexual behaviours including pregnancies contrary to 45% of respondents who suggested that sex education will lead to prostitution. There were variations in opinions about the appropriate level of students to be taught sex education whereby using t-test there were variations of opinions with their gender with p< .001 for parents, p> .08 for teachers and students. The study recommends the education policy and curriculum be reviewed so that sex education is set as an independent and impartial subject in schools.
The provision of early childhood education in pre-schools in Tanzania; a case of Morogoro Rural District
(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-05) Mwakililo, Pendo Samson
This study aimed at assessing the provision of early childhood education in pre-schools in Tanzania. Specifically, the quality of education services provided by the pre-schools basing on process and structure quality. The study was guided by Vygotsky’s socio-cultural learning theory, and it employed both qualitative and quantitative techniques in data collection and analysis. The sample of 20 pre-schools was involved. Interview, documentary review, questionnaire and observation, were used in collecting primary and secondary data. Data were analysed by Content Analysis and SPPS software. The study indicated that the quality of education service provided by ECE centres in the district were poor as a result of different factors including teaching and learning materials, teachers’ qualifications, in-service training, availability of funds, teachers-pupils’ ratio, pedagogy of teachers, and other related factors which measures the quality of education services. Generally, the study concludes that , the quality of education service offered in pre-schools was poor due to the reason that most of the requirements for the quality of education were not found in the sampled pre-schools in the district. On the other hand the study recommends that, the ministry of education through its quality assurance department should establish different guidelines for establishing early childhood education (ECE) centres and monitor their quality if they continue meeting the standards.
Reintegrating adolescent mothers into secondary education: investigating the availability and effectiveness of support systems in Mbeya region, Tanzania
(Routledge: Taylor & Francis Group, 2025) Mwakililo, Pendo Samson
Despite recent policy reforms, such as Education Circular No. 2 of 2021 and the Secondary Education Quality Improvement Programme (SEQUIP) initiative, aimed at facilitating school re-entry, adolescent mothers continue to face considerable emotional, financial, and institutional challenges. This study examines availability and per ceived effectiveness of support systems for adolescent mothers re- admitted to secondary schools in the Mbeya region of Tanzania. Guided by Lazarus’s Cognitive-Motivational-Relational Theory (CMRT), this paper employed embedded single case study design involving 20 purposively selected student mothers across five sec ondary schools, through focus group discussions and open-ended questionnaires. Findings revealed that while informal support exists, formal and coordinated systems remain fragmented and insuffi ciently responsive to student mothers’ lived realities. The paper emphasizes the need for integrated psychosocial, financial, and insti tutional interventions that are contextually grounded and emotion ally supportive. These findings contribute new insights into how adolescent student mothers perceive and interpret support, offering understanding of re-entry contexts.
Returning to learn: an exploration of motivations behind adolescent student mothers’ school re-entry in Tanzania
(AJOL (G-Card ), 2025) Mwakililo, Pendo Samson; Magere, Grace Makunja
This paper explored the reasons prompting adolescent student mothers to return to secondary schools in Tanzania, particularly in the Mbeya region. Employing a single case study approach, the study intentionally selected 20 adolescent student mothers. Data collection involved focus group discussions and an open- ended questionnaire to gain comprehensive insights into the factors that influence adolescent mothers' decisions to resume education after childbirth. The paper is rooted in Lazarus's (1991) Cognitive Motivational Relational Theory (CMRT), which focuses on how individuals' cognitive evaluations and motivations drive their choices and actions in facing challenges. The findings highlight four primary motivations for school reentry: aspirations for career advancement, pursuit of financial independence, setting a positive example for their children and rectifying past mistakes. These motivations reflect the resilience of adolescent mothers, who perceive education as a means to overcome difficulties, improve their socio-economic conditions and enhance their children's future opportunities. The study implies a need for educational policies and practices that support adolescent student mothers, including adaptable school schedules, financial assistance and counselling services to help them effectively manage schooling concurrent with motherhood. Additionally, it recommends that educational institutions and policymakers foster inclusive environments that cater to the specific needs of adolescent mothers, promoting their commitment to education.