Implications of education reforms for the implementation Of quality education in tanzania: primary school teachers’ Perceptions in Morogoro region
| dc.contributor.author | Gibai, Emmanuel James | |
| dc.date.accessioned | 2022-09-14T07:14:46Z | |
| dc.date.available | 2022-09-14T07:14:46Z | |
| dc.date.issued | 2013 | |
| dc.description | PhD Thesis | en_US |
| dc.description.abstract | This qualitative research study aimed at exploring or surveying teachers’ perceptions of the implementation of instructional reforms for quality education in primary school in Tanzania. It was conducted in Morogoro and Mvomero districts of Morogoro Region. The study employed mixed research methods involving case study and multiple sources of evidence (interviews, observations, documentation and opinion survey) to address three research objective: firstly to examine teachers’ perceptions on quality education; secondly to determine the relationship between teachers’ perceptions of quality education and implementation of instructional reforms in primary schools and thirdly to determine the influence professional development programmes on teachers’ adoption of instructional reform. A multi-theoretical approach involving open system, education for self-reliance and intensification and social cognitive was used in attempting to explain the: “implications of education reforms in the implementation of quality education in Tanzania especially the primary school teachers perceptions in Morogoro Region. The findings firstly showed that the participating teachers’ responses were consistent across the four wards namely; Kihonda, Mji Mpya, Turiani and Dorna. Nevertheless, the findings discovered slight ambiguity in the manner teachers make sense of the instructional reforms where they prominently seem to have favoured students’ affective over cognitive aspect of active learning. Secondly, despite the fact that many classrooms were arranged in groups, classroom observations revealed very little real active learning to have been taking place. The observations also revealed that many examples of exemplary supportive relationships between teachers and students existed but at certain stages incidences of teachers’ inclination went back towards rote learning. Thirdly, teachers highly valued the professional development programmes (PDP) which take place at the school and cluster levels. The conclusions of the study suggested the need for those authorities managing the education reforms to clarify' policies and practice in relation to active-learning. Teachersiii appeared to have embraced its affective dimensions and many excellent and supportive relationships were seen in the classrooms. Nevertheless, there seemed to be limited understanding of active learning cognitive dimension as was revealed by its limited forms and applications in classrooms; such as group work and pupils discussions. The study therefore recommends a need for strengthening the understanding and practices of the cognitive aspects of active learning. | en_US |
| dc.identifier.uri | http://www.suaire.sua.ac.tz/handle/123456789/4566 | |
| dc.language.iso | en | en_US |
| dc.subject | Education reforms | en_US |
| dc.subject | quality education | en_US |
| dc.subject | Teachers’ Perceptions | en_US |
| dc.subject | quality education | en_US |
| dc.title | Implications of education reforms for the implementation Of quality education in tanzania: primary school teachers’ Perceptions in Morogoro region | en_US |
| dc.type | Thesis | en_US |
| dcterms.publisher | Sokoine University of Agriculture |