Theses and Dissertations Collection

Permanent URI for this collectionhttp://10.10.97.169:4000/handle/123456789/3402

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    Constraints in managing community secondary schools in the Morogoro municipality, Tanzania
    (Sokoine University of Agriculture, 2011) Khalfan,Hassan
    This study aimed to find out constraints in managing community secondary schools in Tanzania with specific reference to Morogoro Municipality. Specifically the study intended to; (i) identify constraints that school heads experience in managing community secondary schools in Tanzania with specific reference to Morogoro their administration experience in managing community secondary schools and link these variables to their effectiveness in performing school management responsibilities and finally, (iii) examine the impact of constraints on management of community secondary schools in Morogoro Municipality. The Open system model by Hoy and Miskel (2001) formed the conceptual framework in this study. The study employed a descriptive survey design to 73 purposively and randomly selected the school heads and other education coordinators in Morogoro Municipality. The findings indicated that, the inadequacy of the school heads’ academic qualifications; interference from political leaders, delayed responses, lack of participatory decision making, low cooperation with teachers and unfriendly working environment were the major constraints facing the school heads in managing community secondary schools. The study concludes that, the identified constraints have resulted into ineffective management of community schools. The study recommends an urgent need to review procedures and criteria of appointing the school heads as stipulated by the 1995 Education and Training policy which was reviewed in 2009.The study further argues that politics should not interfere school heads’ authority.
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    An assessment of science teachers’ capacity for teaching integrated science process skills. A case of Morogoro municipality secondary school biology teachers
    (Sokoine University of Agriculture, 2010) Jumanne,Jamal
    This study was conducted to establish a base level of information on science teachers’ capacity to teach science process skills as one of the competences strongly advocated by the newly introduced Competence Based Curriculum (2005) in Tanzania. Specifically, the study intended to; (i) determine the knowledge level of integrated science process skills of Biology teachers in Morogoro Municipality (ii) examine the self efficacy of Morogoro Biology teachers towards teaching of science process skills (iii) assess the influence of teachers’ self-efficacy, level of qualification, work experience, and gender on teaching integrated science process skills, and finally (iv) explore the effectiveness of school laboratories as a vital resource in the teaching of integrated science process skills. Science process skills approach by Chiappetta & Koballa (2002), and Bandura’s (1977) self efficacy theory, formed the conceptual and theoretical framework of the study respectively. A Form II test of Integrated Process Skills developed by Mungandi (2005) was used to measure the knowledge level of science process skills among 63 sampled biology teachers in Morogoro Municipality. Science Teaching Efficacy Belief Instrument (STEBI) developed by Riggs and Enochs (1990) was employed to determine teachers’ self efficacy for teaching science process skills. The results indicated that irrespective of years of teaching, qualification, or gender, Morogoro teachers have unsatisfactory capacity to teach integrated science process skills. The study recommends an urgent need to refocus on science teachers’ training and professional development.