AN INVESTIGATION OF CONTRIBUTING FACTORS TO …
AN INVESTIGATION OF CONTRIBUTING FACTORS TO IMPARTING QUALITY EDUCATION IN ELCT- IRINGA DIOCESAN SECONDARY SCHOOLS
Andendekisye . M. Ngogo
A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Mission and Community Development (MMCD) of Tumaini University, Iringa University College
October, 2012
CERTIFICATION
I, the undersigned, do certify that I have read and hereby recommend for acceptance by the Tumaini University research thesis entitled: An Investigation of Contributing Factors to Imparting Quality Education in ELCT-Iringa Diocesan Secondary Schools, in partial fulfillment to the requirement for award of the degree of Master of Mission and Community Development of Tumaini University.
Supervisor………………………………………………………
Dr. MAFU, S.T.
Date……………………………………………………………..
DECLARATION AND COPYRIGHT
I, Andendekisye .M. Ngogo, declare that this thesis is my own original work and that it has not been presented and will not be presented to any other University for a similar or any degree award
Signature: _____________________________________________
Date: ___________________________________________________
©
This thesis is a copyright material protected under Berne Convention, the Copyright Act, 1999 and other international and national enactments, in that behalf, on intellectual property. It may not be reproduced by any means in full or in part, except for short extracts in fair dealings, for research or private study, critical scholarly review or discourse with an acknowledgement, without the written permission of the Tumaini University.
ACKNOWLEDGEMENT
I thank the Almighty God for empowering and granting me a healthy breath that enabled me to successfully complete my Master degree studies of Mission and Community Development.
I am most grateful to the ELCT-Iringa Diocese for giving me permission and sponsoring my entire study cost, my gratitude is extended to the General Secretary and Image secondary school staff.
I would like to extend my sincere and heartfelt gratitude to my supervisor, Dr. Mafu, S.T. for his constructive and sound gears towards completion of this work. When I was stuck he revived me by a promising gear which showed me the way forward.
I wish also to give thanks to Tumaini University at Iringa for giving me a room to study and by giving me a supervisor to assist me. I cannot forget all Lecturers who worked hand in hand with me in completing my work.
I will not forget the General Secretary and Training Officer, Headmasters of schools, teachers and students who responded my questionnaires. Also, I extend my thanks to Joseph Uhemba, Lexon Ngusulu, Stephen Ngalika, Amelye Longo, Shadrack Kikoti and the driver Abas Kimbe who travelled with me in supervision of data collection. I have also honoured those I did not mention.
I also feel indebted to convey my kiss to my wife Melina Maginga Ngogo for encouraging and travelling with me during data collection. Parallel to my wife, I was pleased by my children Micky, Kissa, Joyness and Rachel by a hag when I returned home tired from the University.
DEDICATION
I dedicate this work to my LORD Almighty, the LORD of love, the Provider, Guider, Counselor, Comforter and my Shepherd (Bible verse: Psalm 23).
I dedicate this work to my parents, the late father Michael Mwakimokole Ngogo and my mother Kisakyake Sumuni Sanga for setting my foundation in education up to this level.
I dedicate this work to my wife Melina Maginga Ngogo and my children Micky, Kissa, Joyness and Rachel.
I also extend my dedication to my relatives and all friends in Christ who prayed for my studies.
LIST OF ABBREVIATIONS
CRDB Cooperative Rural Development Bank
CSSC Christian Social Services Commission
EFA Education for All
ELCT Evangelical Lutheran Church in Tanzania
FCUBE Free Compulsory Universal Basic Education in Ghana
Idem The same person
i.e. That is
MOEVT Ministry of Education and Vocational Training
NECTA National Examination Council of Tanzania
NGOs Non –Government Organizations
Op. cit Opera citato: in the work cited
PEDP Tanzania’s Primary Education Development Plan
SPSS Statistical Package for Social Sciences
TAMONGSC Tanzania Managers and Owners of Non-Government
Schools and Colleges
UNICEF United Nations of International Children Educational Fund
Vol. Volume
ABSTRACT
The study presents an investigation of contributing factors to imparting quality education in ELCT-Iringa Diocesan Secondary schools. The study mainly focused on the objectives of the study which were to investigate the factors which contribute to teachers’ exodus, to examine the availability of teaching and learning facilities in imparting secondary education to students in the study area, to find out the reasons for the loss of self -study morale among secondary students and to find out the mechanisms employed to combat the problems of teachers’ exodus, lack of teaching and learning facilities and the loss of self-study morale among secondary students.
The study was carried out in only six schools out of seven for one was closed by the Zonal Educational Inspectorate Office. These schools are located in Kilolo, Iringa rural and Kilombero Districts.
The sample was obtained by simple random and purposive sampling where a total of 200 respondents were involved. These were classified as 2 top leaders from the Diocese, 6 head of schools, 40 teachers and 152 students.
The questionnaires were distributed among respondents, interviews and observations took place. The data collected were both primary and secondary data and the data collected was analyzed using SPSS. The study employed both qualitative and quantitative approaches.
The research topic comprises of six chapters: Chapter One: Introduction; Chapter Two: Literature review; Chapter Three: Research methodology; Chapter Four: Presentation of findings; Chapter Five: Interpretation and discussion of the findings and Chapter Six: Summary, Conclusion, Recommendation and Suggestion for further studies.
The findings revealed that the teachers’ exodus existed in the six Diocesan secondary schools. The teaching and learning facilities were made available to the researcher. However, some schools lacked facilities like text books and laboratory apparatus. Loss of self-study morale among secondary students was obvious and hence increased poor performance (see table 4.3.4.14(i) and 4.3.4.14(ii) page 87 to 88 and page 89 respectively). Moreover, some factors for teachers’ exodus were as challenging as they included weaknesses in the school administration and poor teaching and learning environment. Both teachers and students misconduct affected the provision of quality education.
The ELCT-Iringa Diocese was observed to be keen to changing school administration in order to promote quality teaching and learning environment in the Diocesan secondary schools. The school administration was regarded as an engine and the heart of the school development. Moreover, teachers and students were observed to be satisfied with the teaching and learning school environment.
Recommendations are given to individual teachers, school administration, ELCT-Iringa Diocese and the Government. Suggestions for further research have been outlined for education stakeholders to work on in order to improve the provision of quality education.
Lastly, there is need for teachers to have seminars on what it really means to be an employee of the ELCT-Iringa Diocese.
TABLE OF CONTENTS
Certification………………………………………………………….…..……………………….i
Declaration and Copyright ii
Acknowledgement…… iii
Dedication ……………………………………………………………………............................iv
List of abbreviations v
Abstract……………. vi
Table of contents ………………………………………………………………………………viii
List of tables…………………………………………………………………………………….xiv
List of figures………………………………………………………………………………….xvii
CHAPTER ONE: BACKGROUND INFORMATION OF THE STUDY 1
1.1 Introduction 1
1.2 Background to the problem 1
1.3 Statement of the problem 5
1.4 Objectives of the study 7
1.4.1 General objective 7
1.4.2 Specific objectives 7
1.5 Research questions 8
1.6 Scope of the study 8
1.7 Significance of the study 8
CHAPTER TWO: LITERATURE REVIEW 10
2.1 Introduction 10
2.2 Theoretical rreview 10
2.2.1 Definitions of concepts 10
2.2.2 Theories gguiding the study 14
2.3 Empirical rreview 19
2.3.1 Factors contributing to exodus of teachers 19
2.3.2 Availability of teaching and learning facilities 21
2.3.3 Students’ learning mind set 22
2.3.4 School administration 23
2.3.5 School culture 24
2.3.6 Teaching and learning eenvironment 26
2.3.7 Role of owners of schools 28
2.3.8 Attitude of community towards quality education 29
2.4 Mechanisms employed to combat the problem of teachers exodus, lack of teaching and learning facilities and loss of students self-study morale 30
2.4.1 Teachers exodus 30
2.4.2 Availability of teaching and learning facilities 31
2.4 Research gap 32
2.5 Conceptual framework 33
CHAPTER THREE: RESEARCH METHODOLOGY 35
3.1 Introduction 35
3.2 Research design 35
3.3 Description and justification of the study area 36
3.4 Population and sample size 36
3.5 Sampling procedure 36
3.6 Data sources and collection 37
3.7 Methods of data collection 37
3.8 Data analysis 38
3.9 Research limitations 38
3.10 Ethical issues 38
CHAPTER FOUR: PRESENTATION OF FINDINGS 39
4.1 Introduction 39
4.2 Demographic characteristics of respondents 40
4.2.1 Classification of respondents 40
4.2.2 Gender distribution of heads of schools 41
4.2.3 Marital status of the heads of schools in the selected schools 42
4.2.4 Gender distribution of teacher respondents 43
4.2.5 Educational level of teacher respondents 43
4.2.6 Marital status of teacher respondents 44
4.2.7 Age distribution of teacher respondents 45
4.2.8 Gender distribution of student respondents 46
4.2.9 Students respondents subjects bias 47
4.3 Contributing factors to imparting quality education 48
4.3.1 Availability of teachers 49
4.3.2 Reasons for teachers’ exodus 52
4.3.2.1 Poor school administration 53
4.3.2.2 Poor teaching and learning environment 53
4.3.2.3 Low teachers’ salaries 54
4.3.2.4 Joining government employment 55
4.3.2.5 Search for job security 55
4.3.2.6 Opportunity for further studies 56
4.3.2.7 Teachers’ misconduct 56
4.3.2.8 Lack of binding contract 57
4.3.2.9 Lack of motivation 58
4.3.2.10 Peer and family pressure 58
4.3.2.11 Teachers laziness at work place 59
4.3.3 Availability of teaching and learning facilities 60
4.3.3.1 Presence of library services in schools 61
4.3.3.2 Response of teachers on availability of enough text books 61
4.3.3.3 Visits to school library in a week by both teachers and students 63
4.3.3.4 Availability of school laboratories 64
4.3.3.5 Availability of enough apparatus in school laboratories 66
4.3.3.6 Performing actual practical in science subjects 67
4.3.3.7 Sitting for actual practical in final national examinations 68
4.3.3.8 The use of teaching and learning aids in classrooms 69
4.3.3.9 Availability of classrooms 70
4.3.3.10 Availability of furniture for all students 71
4.3.3.11 Number of meals per day 72
4.3.3.12 Availability of dormitories 73
4.3.4 Students’ learning mind set 74
4.3.4.1 Electricity problem 75
4.3.4.2 Parental influence 76
4.3.4.3 Peer influence 77
4.3.4.4 Lack of students’ seriousness 77
4.3.4.5 Teaching and learning environment 78
4.3.4.6 Students’ laziness 80
4.3.4.7 School extra curriculum 81
4.3.4.8 Students’ misconduct 82
4.3.4.9 English language problem 82
4.3.4.10 Teaching and learning facilities 83
4.3.4.11 Teachers’ professional ethics 84
4.3.4.12 Impact of globalization 85
4.3.4.13 Poor academic background 85
4.3.4.14 Students academic performance 86
4.3.4.15 The art of reading books 89
4.4 Other contributing factors to imparting quality education 90
4.4.1 School administration 90
4.4.2 School culture 92
4.4.3 Role of owner of schools 92
4.4.4 Teaching and learning environment 93
4.4.5 Attitude of community towards imparting quality education 94
4.4.5.1: External influence from parents 94
4.4.5.2 External influence from politicians 95
4.5 Mechanisms employed to combat the problem of teachers’ exodus, lack of teaching and learning facilities and loss of self-study morale among secondary students 95
4.5.1 Teachers’ exodus 95
4.5.1.1 Salary adjustment 96
4.5.1.2 Motivation to teachers 97
4.5.1.3 Strengthening school administration 98
4.5.1.4 Recruitment of new teachers 99
4.5.1.5 Teachers contracts 99
4.5.2 Lack of teaching and learning facilities 100
4.5.3 Students’ loss of self-study morale among secondary students 101
4.5.4 Strategies to improve quality education 102
CHAPTER FIVE: INTERPRETATION AND DISCUSSION OF THE FINDINGS 103
5.1 Introduction 103
5.2 Recapitulation f the research objectives 103
5.2.1 Objective One: To investigate the factors which contribute to teachers’ exodus…………………………………………………………………….103
5.2.1.1 School administration 103
5.2.1.2 Teaching and learning environment 107
5.2.1.3 Teachers’ salaries 108
5.2.1.4 Teachers’ misconduct 108
5.2.1.5 Peer and family pressures 109
5.2.2 Objective Two: To examine the availability of teaching and learning facilities in imparting secondary education to students in the study area 110
5.2.3 Objective Three: To find out the reasons for the loss of self-study morale among secondary students 111
5.2.4. Objective Four: To find out the mechanisms employed to combat the problems of teachers’ exodus, lack of teaching and learning facilities and loss of self-study secondary among students 115
5.2.4.1 Teachers’ exodus 115
5.2.4.2 Lack of teaching and learning facilities 115
5.2.4.3 The loss of self-study morale among secondary students 116
CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS 117
6.1 Introduction 117
6.2 Summary 117
6.3 Conclusion 118
6.4 Recommendations 120
6.4.1 To individual teachers 120
6.4.2 To school administration 120
6.4.3 ELCT-Iringa Diocese 120
6.4.4 To the Government 121
6.5 Suggestions for further research 122
REFERENCES…………………………………………………………………………...…….123
APPENDICES ………………………………………………………………………..….….128
Appendix I: Table showing the population and sample size 128
Appendix II: Classification of respondents 128
Appendix III: Number of students in each selected school 129
Appendix IV: A Questionnaire to students 129
Appendix V: A Questionnaire to teachers 133
Appendix VI: A Questionnaire to head of schools 138
Appendix VII: A Questionnaire to ELCT-Iringa Diocesan administration 142
LIST OF TABLES
Table: 1:1 Number of secondary schools in Tanzania Mainland since 2005-2009 2
Table 1:2 Statistics of Examination results from 2009 – 2011 6
Table 4.2.1 Classification of respondents 41
Table 4.2.2 Gender distribution of heads of schools 42
Table 4.2.3 Marital status of the heads of schools in the selected schools 42
Table 4.2.4 Gender distribution of teachers 43
Table 4.2.6 Marital status of teacher respondents 45
Table 4.2.8 Gender distribution of students 47
Table 4.3.1.1 Educational level of all teachers in the selected schools 49
Table 4.3.1.2 Educational levels of all teachers in each school 50
Table 4.3.1.3 Response from head of schools 50
Table 4.3.1.4 Responses from teacher respondents 51
Table 4.3.1.5 Response from student respondents 51
Table 4.3.2 Teachers’ exodus in ELCT-Iringa Diocesan secondary schools 52
Table 4.3.2.1 Teachers’ responses on poor school administration 53
Table 4.3.2.2 Poor teaching and learning environment 54
Table 4.3.2.3 Teachers’ responses on low teachers’ salaries 54
Table 4.3.2.4 Joining Government employment 55
Table 4.3.2.5 Search for job security 56
Table 4.3.2.6 Opportunity for further studies 56
Table 4.3.2.7 Teachers' misconduct 57
Table 4.3.2.8 Lack of binding contract 58
Table 4.3.2.9 Lack of motivation 58
Table 4.3.2.10 Peer and family pressures 59
Table 4.3.2.11 Teachers' laziness at work place 60
Table 4.3.3.1 Presence of Library services in schools 61
Table 4.3.3.2 (i) Response of teachers on availability of enough text books 62
Table 4.3.3.2 (ii) Response of students on availability of enough text books 62
Table 4.3.3.3 Visits to school library in a week by both teachers and students 63
Table 4.3.3.4 Availability of school laboratories 65
Table 4.3.3.5 Availability of enough apparatus in school laboratories 66
Table 4.3.3.6 Perform actual practical in science subject 68
Table 4.3.3.7 Sitting for actual practical in final national examinations 68
Table 4.3.3.8 The use of teaching and learning aids in classroom 69
Table 4.3.3.9 Availability of classrooms 71
Table 4.3.3.10 Availability of furniture for all students 71
Table 4.3.3.11 Meals per day 73
Table 4.3.3.12 Availability of dormitories 74
Table 4.3.4.1 Electricity problem 76
Table 4.3.4.2 Parental Influence 76
Table 4.3.4.3 Peer influence 77
Table 4.3.4.4 Lack of students' 78
Table 4.3.4.5 Teaching and learning environment 78
Table 4.3.4.6 Students' laziness 81
Table 4.3.4.7 School extra curriculum 81
Table 4.3.4.8 Students' misconduct 82
Table 4.3.4.9 English language problem 83
Table 4.3.4.10 Teaching and learning facilities 84
Table 4.3.4.11 Teachers’ professional ethics 84
Table T4.3.12 Impact of globalization 85
Table 4.3.4.13 Poor academic background 86
Table 4.3.4.14 Students' academic performance 87
Table 4.3.4.14 (i) National Form Four examination results 2007-2011 87
Table 4.3.4.14 (ii) National form six examination results 2007-2012 89
Table 4.3.4.15 The art of reading books 90
Table 4.4.1.1 Students’ response on school administration 91
Table 4.4.1.2 Teachers’ response on school administration 91
Table 4.4.2 School culture (ethical issues) 92
Table 4.4.3 Support from owner of schools 93
Table 4.4.4 Teaching and learning environment 94
Table 4.4.5.1 External Influence from Parents 94
Table 4.4.5.2 External influence from politicians 95
Table 4.5.1.1 (i) Salary adjustment 96
Table 4.5.1.1(ii) Variation of teachers’ basic salaries in schools A, B, C,D,E and F 97
Table 4.5.1.2 Motivation to teachers 98
Table 4.5.1.3 Changes of school administration 99
Table 4.5.1.5 Teachers' contracts 100
Table 5.2.3. 1 Image Form Four Examination results in 2010 113
Table 5.2.3. 2 Form Four Examination Results 2011 113
LIST OF FIGURES
Figure. 2.2.1 Contributing factors to quality teaching and learning 12
Figure: 2.5 Conceptual framework of quality education.…………..……..………34
Figure 4.2.5 Educational level of teacher respondents 44
Figure 4.2.7 Age distribution of teacher respondents 46
Figure 4.2.9 Students’ subject bias 48
Figure 4.3.3.3 Students studying in Library 64
Figure 4.3.3.4 Chemistry Laboratory 65
Figure 4.3.3.5 Laboratory apparatus 67
Figure 4.3.3.8 Shows the teaching and learning aid 70
Figure 4.3.3.10 Students using stools during cclassroom sessions 72
Figure 5.2.1 (i) The first Headmaster’s office at Image secondary school 105
Figure 5.2.1 (ii) The second Headmaster’s office at Image secondary school 106
Figure 5.2.1 (iii) The third Headmaster’s office at Image secondary school 107
CHAPTER ONE
BACKGROUND INFORMATION OF THE STUDY
1.1 Introduction
This Chapter presents the background to the problem, statement of the problem, objectives of the study which included the general and specific objectives, research questions, scope of the study and the significance of the study.
1.2 Background to the problem
In the last twenty (20) years teaching was among the royal professions. It was among the most respected professions in any community in this country. Teachers were regarded as stepping stones. Concerning this, Duguga says:
Tanzania gave a priority to secondary education immediately after independence because civil servants needed a high school diploma to hold an office under the ruling part of Tanganyika African National Union (TANU). By then each region had at least one or more secondary school(s) usually in urban. In the 1960s and 1970s private schools (Missionary and NGOs) were nationalized by the government and became public schools under the slogan of free and universal education (Duguga, 2011:2).
Since 1980s great demand for secondary education has forced the government to allow private schools to help meet the great demand for secondary education in Tanzania. In addition, there is little difference noted in the quality education in Tanzania’s private and public schools of which some people advocate for private schools to be better off in provision of quality education (ibid).
The increased number of secondary schools has resulted into increased enrollment and inequality between the availability of trained teachers to be employed by both government and private schools and the availability of facilities leading to poor provision of quality education.
According to Chediel, Sekwao and Kirumba (2010), the increased number of secondary schools from 2005 to 2009 is as follows:
Table: 1:1 Number of secondary schools in Tanzania Mainland: 2005-2009
|Year |Government owned schools |Private owned schools |Total |
|2005 |1,202 |543 |1,745 |
|2006 |1,690 |599 |2,289 |
|2007 |2,806 |679 |3,485 |
|2008 |3,039 |759 |3,798 |
|2009 |3,282 |819 |4,102 |
Source: MOEVT data (2005-2009)
From the above data there is tremendous increase of secondary schools in Tanzania between 2005 to 2009 years. The question may arise as to whether the country is well equipped in terms of teachers, infrastructures and the teaching and learning facilities to provide quality education.
Chediel, et al (idem) said: “In 1998, Iringa Region had 49 secondary schools of which 34 were private schools and 15 were public schools” (idem). Nyahi, The Regional General Secretary of Tanzania Heads of Secondary Schools Association (TAHOSSA) reported during the Iringa Region Headmasters/Headmistress’ meeting. Today Iringa Region has 246 secondary schools of which 7 are government schools, 174 Community schools, 61 private schools and 4 Seminaries (Personal phone communication, July, 2012)
The Missionaries who came to the Evangelical Lutheran Church in Tanzania (ELCT) - Iringa Diocese were from German and Sweden. The core mission of Missionaries was to preach the word of God. Apart from preaching the word of God, they also educated people. They opened schools of different levels such as kindergartens and primary schools. Examples of such schools were at Ilula, Pommern, Ipalamwa, Idete and Ihimbo. Pommern was the only middle school in ELCT-Iringa Diocese which is now a secondary school.
The ELCT-Iringa Diocese was inaugurated in 1987. According to Diocesan Constitution (1987), Iringa Diocese developed a Diocesan vision of serving its people in a holistic manner based on the Bible saying: “I have come that they may have life, and have it to the full (Jn 10: 10b)”. Iringa Diocese exists to witness, live a Christian life, fellowship and to serve the people created in the image of God, spiritually, mentally, physically and economically. In respect to its core mission of preaching the word of God, the Diocese has been involved in other diaconal activities such as health issues of which today it owns seven dispensaries and Ilula Hospital, Huruma Center for Orphans and Lutheran Center. In education ELCT – Iringa Diocese has founded Kindergarten, Secondary schools and Tumaini University at Iringa. The Diocese owns seven secondary schools namely: Pommern, Mtera, Malecela, Ipalamwa, Bomalang’ombe, Image and Lutangilo.
In order to fulfill its mission, ELCT-Iringa Diocese has employed staff like Doctors for Dispensaries and Hospital, teachers for schools and other workers to perform various duties in different areas within the Iringa Diocese. In this case it has no choice but deal with various challenges pertaining to workers who always try to compare their working conditions with those in other places.
The ELCT- Iringa Diocese has been involved in the provision of education to its people since 1987. It has faced several challenges in imparting quality education, such as teachers’ exodus, lack of teaching and learning facilities, loss of students’ morale towards self-study and pressure from the community which include politicians and parents.
In order to impart quality education qualified and competent teachers, students’ readiness and teaching- learning facilities are required. Exodus of teachers from one school to another affects the process of learning. Also, availability of teaching and learning facilities have both positive or negative impact in imparting quality education not only for the schools of the Evangelical Lutheran Church of Tanzania –Iringa Diocese but all over the country.
In the course of executing education plans to its people, the Diocese needs human capital, students, and teaching and learning facilities. It has to be noted that these three elements are inseparable for effective teaching and learning. Furthermore, the Diocese has encountered some challenges of teachers’ sway from time to time, students’ loss of self – study and lack of teaching and learning facilities. All these three have significant effect to imparting quality education.
Teachers have a specific role in imparting knowledge to students. Sometimes, some schools have enough teaching facilities yet they have no teachers to impart knowledge to students. From this understanding, teaching facilities alone cannot replace teachers. In addition, teaching -learning facilities which include text books and teaching aids has been replaced by Lecture and Theoretical teaching and learning. No wonder, in present classroom situation, teachers do not use teaching –learning aids facilities which stimulate students in learning environments. Teachers’ creativity has drastically gone down with regards to making teaching and learning facilities. Hence it affects the entire process of imparting knowledge to its people.
Today, many people are concerned about the quality of graduates when they enter into the human resource market in Tanzania and somewhere else in this world. People question their viability at work. The spirit of self- reliance has gone down. The revival of it needs research so that those who complete a certain level of education should be able to either be employed and work effectively or be self- employed.
Hence, this study attempts to investigate the contributing factors to imparting quality education and the initiatives used to combat the problem
1.3 Statement of the problem
The ELCT-Iringa Diocese has been involved in providing education to its people since it was inaugurated in 1987. For many years now the Diocese has been spending a lot of financial resources in training and recruiting new employees to either expand the need due to increased number of schools or increased demand of people or filling the gap created by teachers’ exodus. Normally, such teachers have been absconding without any notice regardless of being sponsored by the Diocese. This has been causing a lot of pain for the unproductive spent money on them which could have been used for other mission work of the Diocese.
However, in spite of various efforts to retain teachers such as having contracts yet the exodus has been persistently going on to date. In many cases even students sponsored by the Diocese do not come back to serve the Diocese after completing a certain level of education for example University level. This act has sometimes tempted the Diocesan leaders to stop helping people and resort in recruiting teachers from the teachers’ market resource.
Furthermore, lack of teachers has sometime caused the change in students’ mind set. Students have lost the spirit of self-study and have indulged themselves in non-academic activities such as watching video shows or listening to music of the new generation famously known as Bongoflavour.
Also in many schools teaching and learning has been so theoretical. Teachers teach without using appropriate teaching and learning facilities. In such classroom situation students learn through rote learning or abandon science subjects altogether. In this case the Diocese has experienced great pain in providing quality education of which students seem to have lost track towards scientific development and the number of students taking science subjects has been dropping every year. Alternatively, the government through the National Examination Council of Tanzania (NECTA) has thought of introducing “Alternative to Practical” during form four final examinations. Really, a country without human capacity for science will end up adopting technology like adopting children (NECTA 2009-2011).
ELCT-Iringa Diocese is of no exception; its secondary schools have been facing problems of teachers’ exodus, as well as lack of teaching and learning facilities such as text books, chemical and apparatus. The loss of self-study morale among students has resulted into poor performance adding to increased number of students getting division 0 in Form Four National Examinations. For example, in three years period from 2009 to 2011 the students who got Division I and O in three secondary schools of Malecela, Bomalang’ombe and Image is shown in Table 1.2 below.
Table 1:2 Statistics of Examination results from 2009 – 2011
|YEAR |MALECELA |BOMALANG’OMBE |IMAGE |
| |DIV I |DIV 0 |DIV I |DIV 0 |DIV I |DIV 0 |
|2009 |- |4 |- |2 |5 |- |
|2010 |- |47 |- |10 |3 |- |
|2011 |- |58 |- |24 |- |4 |
Source: NECTA Results (2009 to 2011)
The provision of quality education in ELCT-Iringa Diocese is still questionable. In this case the researcher is intrigued to find out as to whether ELCT-Iringa Diocese imparts quality education to its people. The question of how the quality education is imparted to its students becomes of great need in order to rescue the situation.
At this point, one cannot provide quality education without making an investigation of the contributing factors to imparting quality education since 1989 when established its first secondary school at Pommern. Today the Diocese owns seven secondary schools namely: Pommern, Mtera, Ipalamwa, Bomalang’ombe, Image, Lutangilo and Malecela. This also has motivated the researcher to conduct this study in the study area.
Hence the researcher is driven to investigate the contributing factors to imparting quality education in the Diocesan Secondary School in order to rescue the situation and equip students to fit in changing environment.
1.4 Objectives of the study
1.4.1 General objective
The main objective of the study was to investigate contributing factors to imparting quality education in ELCT-Iringa Diocesan Secondary Schools
1.4.2 Specific objectives
The specific objectives of this study are:-
i) To investigate factors which contribute to teachers’ exodus
ii) To examine the availability of teaching and learning facilities in imparting secondary education to students in the study area.
iii) To find out the reasons for the loss of self -study morale among secondary students.
iv) To find out the mechanisms employed to combat the problem
1.5 Research questions
i) What are the factors that contribute to teachers’ exodus?
ii) Do schools have adequate teaching and learning facilities
in secondary schools in Iringa diocese?
iii) What are the contributing reasons towards students’ loss of self- study morale among secondary students?
iv) What are the mechanisms taken by the owner of schools in combating the problem?
1.6 Scope of the study
Mlyuka, defines scope of the study as: “the limits of the problem. Thus, scope of the study refers to ways in which investigation has been reduced to manageable size” (Mlyuka, 2011: 12). The study focused at investigating the contributing factors to imparting quality education in ELCT-Iringa Diocese. The factors contributing to imparting quality education are many, but the study looked in details at the three factors which are exodus of teachers, the availability of teaching and learning facilities and students mind set.
The researcher dealt with six secondary schools owned by ELCT-Iringa Diocese, namely Pommern, Mtera, Bomalang’ombe, Image, Lutangilo and Malecela. However each school had adequate representation in this study in order to give an actual status of each school in regards to imparting quality education. These schools are located in Kilolo, Iringa and Kilombero districts. All schools were accessible to the researcher and he visited all schools
1.7 Significance of the study
The following are the beneficiaries of this study: the researcher, other researchers, Tumaini University Iringa University College, Iringa Diocese, heads of schools and students. The details are as following:
i) To the researcher- will be able to fulfill the requirement for the award of Master’s Degree in Mission and Community Development
ii) To other researchers- will be given an opportunity to use the findings as one of the sources of Literature review. Also may provide a room to other researchers wishing to conduct related research topic.
iii) To Tumaini University at Iringa- will benefit through reading and discovering gaps which might be resourceful for Lecturers to meet various communities suffering the same effect
iv) To ELCT-Iringa Diocese- the Diocese will be helped by having inputs on how teachers can be retained at work schools and if possible formulate policies to bind the employer and employees. It will also help the owner to formulate the clearly categorized mechanisms to combat all possible holes which contribute to teachers leaving its schools
v) To Heads of schools- The researcher’s findings will enable the heads of schools to improve the teaching and learning facilities in schools
vi) To Students- the study will motivate students in schools to study science subjects
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter covers the theoretical and empirical literature review. Under theoretical literature review, the researcher will review different theories related to the study. While under empirical literature review researcher will review related papers to this research topic.
2.2 Theoretical rreview
2.2.1 Definitions of concepts
This part will provide the definitions of some key concepts namely; Quality, Education, Curriculum, Quality Teaching and Quality education.
The terms Quality education cannot be given its fuller meaning until the two words are clearly defined for easy understanding and elaborative meaning to people. Also it cannot be given its meaning only by creating a single phrase of sentences but rather it includes meaning of the word quality and education.
Quality: Qorro (2006), describes the term quality comes from the Greek work “qualitas” which means distinguishing characteristics of a thing. From the origin of the word it does not give the full meaning until incorporated with other words like education.
Yero gives the meaning of the word as: “The totality of features and characteristics of a product or service that bear on its ability to or satisfy stated or implied needs” (Yero, 2012: 1).
Education: Yero, defines the word as” the process of educating or teaching”. Education originates from a Latin word “e-ducere” meaning “to lead out” (op.cit). From this understanding to educate will mean to develop the knowledge, skills or character of students. Hence knowledge arises in the mind of an individual when that individual or learner interacts with a certain idea or life experiences. In other words knowledge is developed from educational processes that students come across in the course of living and interacting with the living environment.
Curriculum: Thungu, at el (2008), describes the term curriculum as all those selected and organized integrative, evaluative and innovative learning experiences provided to learners either consciously or unconsciously under the guidance of the school in order to achieve stipulated objectives. Any curriculum in never static and is subject to improvement, change and some modification upon the already formulated educational programmes according to the existing needs. Hence in order to impart quality education to people, there must be needs assessment in relation to technological advancement, political ideologies, economic factors and age and attitudes of teachers and learners.
Quality teaching: Thungu at el, defines teaching as:
The conscious, deliberate and properly thought our pattern of fostering human mental growth through the acquisition of desired knowledge, skills and attitude Quality teaching is the process whereby the learner is actively engaged in an effective and efficient interaction with the teacher and the content in a given time and place (Thungu at el, 2008:111) .
Quality teaching and learning in classroom situation will finally determine quality education. Not only that but quality teaching and learning should be an evolving process of which it needs refinement and continuous tuning in classroom situation in order to provide a sound and meaningful interaction. Factors of quality teaching and learning include the well trained teachers, students, content and environment.
Figure. 2.2.1 Contributing factors to quality teaching and learning
Source: Thungu, et al (2008)
From the above argument these factors are interdependent to each other. Hence, when we talk of quality education we must also examine about the quality teaching.
Quality education: In this respect quality education will definitely be characterized with teachers, learners, learning materials, processes of imparting knowledge, environment, owners of schools, parental and community influence.
Munguu (2005), clarifies quality education can be associated with the good school. When people talk of a good school, they normally connect it with the good results in final examinations. Furthermore, it refers to a school having enough inputs like well trained teachers, adequate equipment for delivering of education and there excellent discipline and good learning climate.
In addition, UNICEF (2000) adds that the input in this case will refer to the infrastructures like buildings and accessibility to clean and safe drinking water, availability of trained teachers, well-disciplined and determined students, stable curriculum, up-to-date textbooks and enough funds to run a school throughout the year. The processes will include the pedagogical administrative relationships between Teachers against students and parents, Teachers against students’ relationship and the school-community relationship. While the outcome will involve the Knowledge, skills and attitude, access to education improved, quality improved and internal efficiency is raised among Tanzanians. At an International level UNICEF recognizes five dimensions of quality education. These dimensions which include the learners, the environments, content, processes, and outcomes are founded on the rights of the whole child, and all children, to survival, protection, development and participation
Similarly, UNESCO, (2002) expects quality education to encourage the learner’s creative and emotional development, support objectives of peace, citizenship and security, promote equality and seek to pass global and local cultural values down to future generations. It should allow children to reach their fullest potential in terms of cognitive, emotional and creative capacities.
The Dakar forum emphasized the need to “improve all aspects of quality of education to achieve recognized and measurable learning outcomes for all-especially in literacy, numeracy and essential life skills” (Dakar Framework for Action, Article 7, World Education Forum 2000).
From the above understanding, primary schools are the feeders of secondary schools. In this case it a fact that the number of secondary schools is lower than that of primary schools. Thus secondary schools are burdened with the increased number of primary leavers who join secondary schools which of no doubt affects imparting of quality education in secondary schools in Tanzania.
In the Tanzanian context, according to Qorro, Quality education refers to the state of education a society strives to attain based on learning goals focusing on achievement of knowledge, skills, values and attitudes; system goals focusing on inputs and outputs while educational goals is focused on dominant ideas within society (Qorro, 2006:1) .
From the above explanations about quality education, we may conclude that:
Quality education should equip students to learn and discuss abstract ideas, liberate students from misconception and ignorance, open up new perspective and extend their horizons by widening scope of knowledge. Also it gives a room to learners take an active part in knowledge creation through critical thinking, discussion, dialogue, asking questions and solving problems as posed by facilitators.
In this case we cannot deny the fact that quality teachers are essential component in imparting quality education. Quality teachers are therefore those who are capable of helping students to learn and accomplish subject matters and the syllabus. Despite all the fact that no teachers no living whether formal or informal, yet teachers have been regarded as the least among Tanzanians’ employees.
2.2.2 Theories gguiding the study
This part will deal with some few related theories to the study. There are several theories governing the study towards provision of quality education worldwide. In this study the following theories will be described, Educational learning theory, Social Learning Theory, Information Processing Theory, Cognitive Theory, Behavioural Theory, Constructivism Theory, Human Capital theory and Administrators behaviour.
Educational learning theories: Learning is a gradual process which needs theoretical concepts to be translated scientifically in the teaching and learning process in schools. Children learn more effectively by touching or visual aids than imaginary approaches.
This theory has great relation to this study due to the fact that the supply of enough teaching and learning facilities could enhance effective provision of quality education. Lack or no teaching and learning facilities advocates for teacher centred teaching process.
Social learning theory: The social learning theory focuses on the importance of observing, modeling the behaviors, attitudes, and emotional reactions of others.
Bandura states:
Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (Bandura, 1977:22).
Observational Social Learning Theory suggests that people learn by watching a model's behavior and then imitating the model. According to Bandura’s theory elders like parents, teachers and peer groups play a great role in children’s learning for they are regarded as models. In this case, teachers must be models. Failure to that will definitely affect learning.
Information processing theory: Information processing is used to describe the human mental process which is compared to a computer. Information processing theory shows us how information is received, processed and then retrieved in the human brain.
Thadani, points out:
The information processing theory is an approach to the cognitive development of a human being, which deals with the study and the analysis of the sequence of events that occur in a person’s mind while receiving some new piece of information. In short, it is the analysis of the way a human being learns something new (Thadani, 2010:2).
Hence, a person is regarded capable of learning if she or he can perceive, store, encode and represent information to or from his or her mind. Today we receive students who are exposed and sometimes polluted by Global knowledge. Some of them are spoiled their mind set and deny education. It is a common practice in secondary schools to hear a student declare that he/he denies education.
Thus it is a duty to teachers to impart quality education that students can translate it in actual lives.
Cognitive theory: Frischer, defines Cognitive theory as:
A learning theory of psychology that attempts to explain human behavior by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them.
Primarily focused on the ways in which we learn to model the behavior of others, social cognitive theory can be seen in advertising campaigns and peer pressure situations. It is also useful in the treatment of psychological disorders including phobias (Frischer, 2011:1).
Hence, cognitive theory is interested in looking at the thought process behind the behaviour i.e it does put more emphasis on the acquisition of cognitive structure. Here qualified teachers should adopt the paradigm shift from teacher centred lesson to students centred.
Behavioural theory: Skinner (2011), points out that the behavioural theories are based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment.
The behavioral paradigm include passiveness, students must learn the correct response, learning requires external reward and knowledge is a matter of remembering information. Others are; Understanding is a matter of seeing existing patterns, Applications require "transfer of training" which requires "common elements" among problems and Teachers must direct the learning process.
Hence, behavioural theory is interested in looking at behaviour and observable changes i.e. it focuses on generating new behavior pattern. Students’ mind set is fragile and is easily deviated especially with globalization. Teachers are to direct students what to take and what to leave.
Constructivism theory: Many educators believe that students can learn best by having students construct their own knowledge instead of having someone construct it for them. This belief is explained by Brooks, the Constructivist of Learning Theory who states:
Learning is an active process of creating meaning from different experiences. In other words, students will learn best by trying to make sense of something on their own with the teacher as a guide to help them along the way.
Since all sensory input is organized by the person receiving the stimuli, it cannot always be directly transferred from the teacher to the student. This means that a teacher cannot "pour" information into a student's brain and always expect them to process it and apply it correctly later (Brooks, 1993:22).
In this understanding the person's prior knowledge is good even though some time it may help or result into misconceptions to new knowledge. People's prior knowledge comes from their past experiences, culture, and their environment. Thus teachers and parents have a duty to correct misconceptions before imparting new learning.
Thus, constructivism concludes that knowledge is constructed through the interrelating the individual’s existing knowledge and the experience. During teaching and learning, students should not be taken as having empty heads. They to be connect to new knowledge or unlearn unproductive experiences.
Human capital theory: Human capital is attained through gradual training over a certain period of time. Poor preparation may result into yielding menaces of the future. D’ Souza indicates:
In any organization followers also expect their leaders to courteously exercise authority in order to rightly shape behaviour … A shepherd’s place is to care for, protect, guide and direct his flock and to do so courageously. These skills are relevant and applicable to leadership even in modern organizational setting (D’ Souza, 2005:44).
In this context continuous exodus of teachers suggests that trained and invested teachers be retained to use their skills to produce quality education for the development of our country is violated. As a result we should expect the scramble for greener pastures which are nowhere. In reality greener pastures seem too unreachable for always they look green before you reach the place. It then sounds like greener pastures are on the other side of the fence.
Administrators behaviour: Hoy, points out any successful administrator has two important aspects, these are: “Firstly, deciding, motivating, communicating and leading for the modification of the school performance and secondly, having a variety of means to help reach desired goals” (Hoy, 1996:415).
Cleary, gives the qualities of a sound school educational transformational leadership as:
The one with charismatic vision and personality and is able to inspire his followers to accept change at their school. This leader acts as a moral agent who raises consciousness about professional practices and values in the school. He encourages educational creativity and innovation and fosters a sense of ownership by motivating others to commit to his vision. He does this by considering the specific needs of those who answer to him, thereby empowering them to change (Cleary, 2011: 2).
Thus, it can be summarized by a phrase from D’Souza, which says; “The servant leader is servant first” (D’Souza, 2005:29). The servant leader cares to ensure others become wiser and healthier who eventually also become good leaders. In this sense the study of school administration appears to direct connection the provision of quality education in ELCT-Iringa Diocese.
2.3 Empirical rreview
Under this sub section, the researcher presents what other researchers have said in relation to the topic under study. Many authors have tried to work on factors contributing to imparting of quality education in different environment. The factors include: Availability of quality teachers, Availability of teaching and learning facilities, Students’ mind set, School administration, School culture, Teaching and learning environment, Roles of school owners and Attitude of community towards quality education.
2.3.1 Factors contributing to exodus of teachers
Owners of schools (Government or private owned schools) hire teachers for their schools. Teachers are trained and employed by different educational institutions. The major issue is on how to retain them to provide quality education.
In relation to other countries, the study conducted by Beme, on Teacher Motivation and Retention in Ghana, who conducted his research by making interviews with teachers working in government and private schools. In his findings, he indicated the following as reasons that cause exodus of teachers from one school to another by saying:
Inadequate salary, Lack of opportunity for promotion in teaching, Low prestige, Poor relationship with supervisors, frequency of transfer in teaching, lack of opportunity to perform useful survives, Poor relationship with fellow teachers and inability of a teacher’s part to teach well. But others claim to look for security (Beme, 1991:29).
The exodus of teachers is mainly from private schools to government schools or to other schools which seem to pay better salaries. Seldom teachers move from Government schools to private schools. In his argument he insisted the issue of salaries, lack of opportunities in teaching and frequency of transfer in teaching. The researcher agrees with his argument and will consider the findings as the foundation in the study area.
Hoy, has discussed the issue of quality teachers by giving an example of teachers in Kenya, if one could observe critically could realize that teaching profession is subjected to:
Teachers lack moral cohesion for teaching, teachers are subjected to bureaucratic rules and regulations, poor remuneration, poor work conditions, feminization from which women are favoured by the virtual of feminine and not capacity, professional diversity, teaching being a mass occupation and teaching lacks the mystique and reverence associated with other profession as teachers are regarded as ordinary workers with common place skills (Hoy, 2008:337).
In this context, continuous exodus of teachers is understood that trained and invested teachers are being retained to use their skills to produce quality education for the development of our country. If not retained, and properly handled, we should expect the scramble for greener pastures not to be found anywhere.
Tanzania is of no exception, teachers face similar challenges as other teachers in Africa, Asia and Europe. Thus, continuous research of addressing challenges will reduce the gap of understanding between educational leaders and the teachers.
The study conducted by Mbangwa, on Teachers’ turnover in Tanzania Lutheran Junior Seminaries: A Case Study of Kisarawe and Morogoro Lutheran Junior Seminaries indicated factors that contribute to teachers’ exodus as follows:
Absence of scheme of service, inadequate salary, lack of opportunity for manpower development, poor working environment, poor relationship with supervisors/ church top officials, lack of opportunities for reward and promotion in teaching, absence of job security, lack of transfers and end of contract (Mbangwa, 2007:39).
He argues that, teachers move from one school to another in search of better life, as the result it affects the consistence of teaching and learning process which in turn results into poor academic performance in secondary schools as many stakeholders were shocked with the form four results in the year 2010. Furthermore, he clarified that people are fragile human resource; they may be provided with all what was said to be short comings, yet teachers exodus still prevails. To the contrary, not all teachers move because of low salaries but rather as a fashion of which people feel proud moving from one school to another.
2.3.2 Availability of teaching and learning facilities
Learning uses both theoretical and scientific instruments like text books, apparatus, CDs, charts, specimens and computers.
The first review is of Thungu et al, on Mastering PTE Education conducted in Kenya having pointed the purposes of teaching and learning resources being important for the following reasons:
They enhance retention which makes learning more permanent, they stimulate and sustain interest in learning, they provide first-hand experience with the realities of the physical and social environment, they encourage active participation by learners, they make it easier for the teachers to explain concepts and serves time for explanations are brief and precise. Others are, they help the learners to develop the power of imagination, observation, reasoning and creativity and they promote the development of skills such as cooperation and sharing (Thungu et al, 2008:112).
They argued that human learning behavior, teaching and learning facilities tend to attract students attention and once learning has taken place it can be retained for a longer time in the memory of knowledge. The challenge remains, having no teaching and learning facilities promotes teacher centred method. They noted that, children learn more effectively by touching or visual aids than imaginary approaches. Supply of enough teaching and learning facilities could enhance effective provision of quality education. To the contrary it means no provision of quality education. But the process of imparting education is still in race since independence for the case of Tanzania and since 1989 for the case of ELCT-Iringa Diocese.
A study conducted by Sanga (2007), An Assessment of the Effectiveness of Teaching and Learning Facilities in Teaching and Learning Mathematics in Teacher Colleges in Tanzania; A case study of Ifunda and Klerruu Teachers Colleges; pointed out that lack of teaching and learning facilities is one of the challenges in imparting quality education in Tanzania.
Also in the same study Sanga (op.cit), suggested some idea towards improving teaching-learning facilities for effective teaching and learning as follows:-
i) For effective learning it is very vital to have enough teaching learning materials produced commercially or made by teachers and students.
ii) There is a need for up to date books and teaching materials to cope with technological changes which influence learning process nowadays.
iii) The Ministry of Education and Culture should form a special committee which will promote and deal with instructional materials in institutions and empower teachers’ resource center (Sanga, 2005:27).
The researcher’s suggestions seem to be valid and could be useful for further research. However, the researcher did not predict the impact of the trained teachers in those colleges in relation to the actual environment which is secondary schools. If the challenges exist in teacher training colleges, it implies that the training is subjected further research.
2.3.3 Students’ learning mind set
Colby and Miske, say:
Physically and psychosocially healthy children learn well. Healthy development in early childhood, especially during the first three years of life, plays an important role in providing the basis for a healthy life and a successful formal school experience for students’ learning (Colby and Miske, 2008:112) [cited in McCain and Mustard 1999] .
In their presentation they argued that, the background of children contributes to the quality of children who are exposed to formal education and it has great influence to learning process. The following are some of the factors which contribute to a quality learner, children’ health, early childhood experiences and home support are like good health and nutrition, early childhood psychosocial development experiences.
Furthermore, they discussed the essence of early development of a child on how it contributes to a quality learner. Also they pointed out that the regular attendance for learning contributes to academic achievement for a child who will be exposed to opportunity to learn. Nevertheless, family support, that is parents and relatives play a great role for learning. In here the parents’ academic status may play a vital role in nurturing at home and food provision. Also it was noted that language was a limiting factor in helping and monitoring their children’ academic progress.
In sum, the home curriculum seems to play a vital role in preparing quality learners for school. Healthy children with positive early learning experiences and supportive, involved parents are thus most likely to succeed in school. D’Souza says, “Parents cannot make their children grow, but they can supply them with the nourishment to mature physically and emotionally” (D’Souza, 2004:235).
2.3.4 School administration
Hoy, points out two important aspects for any successful administrator, these are:
First, having ability to decide, motivate, communicate and lead for the modification of the school performance and second, have skills to help reach desired goals. In this case owners have a duty to appoint and locate people in various responsibilities. This is not a simple task to identify people’s talents. A classroom of students needs a charismatic teacher who has charismatic authority to help him or her to have full control over students (Hoy, 1996:415).
Also, Hoy, points out by saying:
A charismatic authority rests on devotion to an extraordinary individual who is a leader by virtue of personal trusts or exemplary qualities. Charismatic authority tends to be non-rational, effective, or emotional and rests heavily on the leader’s personal qualities and characteristics…Thus students may obey classroom directives because of a teacher’s personal mystique (Hoy, 1996:415).
In this case an administrator of a school need to be well informed with the roles of a leader which includes planning, organizing, controlling and evaluating the teaching and learning process for a quality education.
Thus, Meyer concludes by saying that a successful leader is the one with servant heart:
They are continuously excited by what they do: Are always full of enthusiasm about the results their customers and team members achieve; Look towards to each new day with great anticipation; Are always striving to build an active organization; Are always surrounded by positive and productive team members (Meyer, 1998:36-37) .
In this case it can be perceived that being a leader is equivalent to sacrificing one’s energy for him-self and others. The ideas pointed out are in line with the study and can be tested in the study area. However, every principle or concept or ideas cannot as universal to all for there must be some discrepancy to be tested in another area of study.
2.3.5 School culture
School culture is one of the contributing factors to imparting quality education. If a school wants to offer quality education, having its culture to govern its members for better achievement becomes vital.
First; Schein, defines culture as:
A pattern of shared basic assumptions that .the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid, and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to their problems (Schein, 1997:12).
Thus, culture provides norms, values and traditions which teachers, students and parents need to adhere to that setting.
Second; Hoy, defines an Organisational Culture as:
The shared orientations which holds the unit together and give it a distinctive identity. Regardless of the extent, how is it shared and what is it to be shared, yet there are common features which are the ones looked at as the units to be shared these include; norms, values, beliefs, attitudes, ceremonies, expectations, customs, dressing and philosophies (Hoy, 1996:129) .
In this aspect, every school must have its own organizational culture to identify it to the rest of other schools in the provision of quality education because each school apart from the general Vision and Mission of the country yet each owner of a school has his Vision and Mission likewise schools. School culture in this sense provides a direction and guide to teachers and students in the entire process of imparting quality education to people.
Finally, a school being a unit has to be seen as a home or family where teachers, students and non-teaching staff live as one family who interact for the same goal of quality education for livelihood. Hoy (1996) points out that, the indicators of the school effectiveness and quality of the education achievement are teacher quality, internal harmony, collective efforts of the members, students’ achievement, job satisfaction and the overall performance in various levels in the educational system towards provision of quality education. Thus, any successful school in imparting quality education depends upon the effectiveness of students, teachers, non- teaching staff, administration and owner of the school.
However, the study did not look upon on how schools could accommodate the interference of the Government’s Vision and Mission that are sometimes directed to implementers without notice. For example, the fulfillment of the Millennium goals of increased enrollment shows clearly that to be one of the core objective for whoever enrolled for form I class should reach form IV. What if a student is weak in the classroom academic issues? This implicitly advocates for quantity and not quality (circular withheld).
2.3.6 Teaching and learning eenvironment
A review from Dult, (1989) study points out that, teaching and learning environments include internal and external school environments. The internal environment includes school climate and culture such as values and norms. The external environment consists of all the elements outside the boundaries of the organization and has the potential to affect all or part of the organization. However, in order to have effective teaching and learning for positive outcomes we need to have quality teaching and learning environments. Collectively, can be classified as physical, psychosocial and service delivery elements made up of school climate, school facilities, health services, infrastructures, water supply and school discipline.
Hoy, defines school climate as: “A relatively enduring quality of the school environment that is experienced by participants, affects their behavior, and is based on their collective perceptions of behavior in schools” (Hoy, 1996:141). He clarifies that, the school climate is therefore builds the school personality. The quality of school facilities seems to have an indirect effect on learning, an effect that is hard to measure. Thus, physical learning environments or the places, in which formal learning occurs, range from relatively less modern and well-equipped buildings to advanced ones. In Tanzania, for example the difference may arise from the kind of the owners of schools be government, community, privately owned by individuals or religious groups. Community schools ran by ward members suffers the less quality of teaching and learning environment.
In addition Hoy (op. cit), describes that the school infrastructures which include buildings, water supply, furniture and general sanitation and attractive environment may signify seriousness of the owner of which may imply the presence of teachers, students, instructional materials like text books which leads to provision of quality education.
Tanzania in particular had an access to expansion of primary education through PEDP beginning during the 1990s and extended to Community and Private Secondary schools establishment. The speed in building of new schools has often not kept pace with the increased enrolled student population. School environment must be friendly to students with special needs and disabilities.
Furthermore, Hoy (op. cit), suggest that teaching and learning environment should be free from teachers and students who are ethically immoral wishing to harass girls sexually. The total school discipline must have effective school discipline policies. It is an obvious concept that well-managed schools and classrooms will lead to educational quality. Owners of schools, administrators, teachers and students should adhere to school and classroom rules and policies. School policies should be alert on bullying, harassment, drug and tobacco use, and anti-discrimination with regard to disabilities, HIV/AIDS and pregnancy.
Finally, there must be adherence to provision of health services and counseling services to teachers, students and non-teaching staff in order to add value to a better teaching and learning environment for the quality education. Also Guidance and Counseling services, extra-curricular activities like self-reliance activities after classes and the provision of school sports are other examples of service provision that contribute to quality school environments.
Hence, the provision of high quality physical, psychosocial and service environments in schools will contribute to assured quality education to our people.
By implication, it shows that a school will begin its operation when it is well equipped something contrary from the study area where some schools started without having registration. Not only that, some hired buildings from other owners before it started building hers at respective sites.
2.3.7 Role of owners of schools
Mlelwa (2012) (personal communication on 16 April 2012) clarified the role of the Owners of schools in Tanzanian concept are Managers of schools. Managers of schools are supposed to be well informed with the major factors which make a good school. They need to make sure that they put in place all the inputs required in order to qualify a school to be good if not the best. They should put in place infrastructures like buildings, furniture, electricity and water supply, teachers, students and instructional materials like text books and reference books, and teaching aids. Managers seek to develop the right culture or culture of quality of which owners try to cultivate in their schools. The right culture will definitely influence the effectiveness of the school.
Owners are therefore supposed to work hard in order to enhance the best performance of their schools they own. They are obliged to counterbalance the behaviour of their subordinates who are influential to other employees. Also owners should deal with all misunderstandings amongst employees and consider them as individuals who are unique.
Hence, the owners should communicate to employee the Vision and Mission of the Diocese and ask individual schools to have their own Vision and Mission statements. His clarifications are line with the understanding and implementation of the owner of schools in the study area.
2.3.8 Attitude of community towards quality education
Any school is part of a certain community in which it is located. In this case teachers and learners become members of that community. The school activities will obviously reflect the nature and sometimes demands of the community. Also the attitude of the community is to benefit from the kind of education offered at that school. Thungu, et al (2008), points out that, the community should benefit from the knowledge and skills the learners have learnt in school, for example, matters related to hygiene and agriculture. This should help to improve the environment and raise living standards for the people in the community.
The above discussion is all about human behaviour, attitude and capital building towards provision of quality education in Tanzania. People are sensitive with their future aspects. Employers, employees, students, parents and educational stakeholders are always in continuous interaction for the educational betterment.
For the case of Tanzania especially community and private owned schools, when the community and the schools are in good relationship, parents are attracted to enroll their children to that particular school. It is the duty of the owner of the school to make sure that its schools have enough security for both teachers and students. ELCT-Iringa Diocese is of no exception it falls in and research in needed to equip itself better in the competition especially in the recruitment of form five.
2.4 Mechanisms employed to combat the problem of teachers exodus, lack of teaching and learning facilities and loss of students self-study morale
2.4.1 Teachers exodus
Retaining teachers needs leadership skills for human beings are gifted differently. Some have tried to suggest several ways which may help to combat the exodus of teachers from one school to another in search for better life.
Newman, clarifies that school capacity as “the collective power of the school staff to improve achievement school-wide, the four dimensions of school capacity are; leadership, professional community, programme coherence and teaching resources” (Newman, 2000:169). This implies that if a school has this structure, then such a school will be a nice place to work. His study has not been able to accommodate other environments where they lack those facilities. He has given this as a blanket recommendation. But in reality, it is not like that in secondary schools in the study area.
Darling- Hammond, points out a good work conditions for the employee as:
“ Work place conditions can exert a powerful influence over the quality of teaching in two main ways; when they help to attract and retain quality people into the profession and when they engage teachers and reward their accomplishments” (Darling- Hammond, 2000:120) .
According to Brock-Utne, (1988:21) the measures that need to be taken in order to achieve quality of education are as follows:
i) Increase teachers’ salaries: Most teachers in African countries cannot live on their salaries. Consequently, they have to use a lot of time outside class to generate an extra income. This makes them exhausted and gives them little time for preparation of instructional material, for instance.
ii) Reduce the workload of the teacher:
iii) Tighten entry qualifications to teacher education: It is important to get the best students to opt for the teaching profession. They are building the nation. “Best” here does not solely mean with high intellectual ability, but with good social and manual skills as well.
iv) Improve teacher training: Both the initial training and the in-service training should be improved.
v) Introduce free or at least subsidized school meals for teachers
(Brock-Utne, 1988: 21).
Also, Brock-Utne (1988) argued that human beings need to be recognized, not only by names but also by observing their needs. The arguement of the researcher to tighten entry qualification could possibly create great disaster of the shortage of teachers. However I agree with the issues of salaries, workload, improve training and motivations. These will be considered as the foundation in search of the reasons for exodus in the study area.
2.4.2 Availability of teaching and learning facilities
The study conducted by Sanga, pointed out the following mechanisms:
i) Teachers should be creative in making local teaching-learning facilities
ii) Owners of schools need to have purposive move towards improving the availability of industrial teaching aids (Sanga, 2005:42)
.
In this case many schools have opted to use “Alternative to Practical” as a way of solving the problem. In this way, this kind of teaching is of no credit as we may compare with the kind of education offered 200 years back before formal schools. The informal education was so practical oriented. How then one suggests something that is of no use for this millennium?
2.4 Research gap
After the researcher had reviewed Empirical studies which are related to this study like Berne (1991) on Teachers Motivation and Retention in Ghana, Mbangwa (2007), on Teachers Turnover in Tanzania: A Case Study of Kisarawe and Morogoro Junior Seminaries, Sanga (2005) study of Teaching and Learning facilities, A case study of Ifunda and Klerruu Teachers Colleges, Hoy (2008) discussed about quality teachers and Thungu at el (2008) on Mastering PTE Education conducted in Kenya.
All reviewed studies were conducted in different environment and some years ago and to different owners. The status is different as cannot be compared between Seminaries and Teacher Training College with private secondary schools like those within the study area.
Furthermore, the researcher has worked for 24 years consecutively with the same employer ELCT-Iringa Diocese and found out that no one has conducted this kind of study since 1990. Evaluation of its performance becomes vital and has motivated the researcher to fill such gaps.
It has to be noted that, the three factors cannot be studied separately if one wants effective and productive research upon imparting quality to people. However, other factors cannot be denied but are regarded as clarifying factors to the study of imparting quality education.
In this study therefore, the researcher was indebted to fill the gap. This study investigated the contributing factors to imparting quality education in ELCT-Iringa Diocesan secondary schools with the goal to restore the teaching professional requirements in imparting quality education in secondary schools owned by ELCT-Iringa Diocese.
2.5 Conceptual framework
According Robson, a conceptual framework is a “visual or written product, one that explains, either graphically or in narrative form” (Robson, 2002:2). The main things studied are the key factors, concepts or variables and the presumed relationship among them. Thus, it is the system of concepts, assumptions, expectations, beliefs and theories that supports and informs the study. The conceptual framework of this study provides the contributing factors to imparting quality education.
The following factors will be dealt with in detail: the availability of qualified teachers, students’ mind set, and the availability of teaching and learning facilities. The reason to it is that, these three factors are the key to imparting quality education. Others will be teaching and learning environment, role of owners of schools, school administration, parents’ attitude and attitude of community towards quality education and lastly the school culture. The researcher has decided to call these as supporting factors because no school can be registered without being equipped. If it does happen, there must be violation of some principles and regulations.
The Conceptual Framework for this study is represented in Figure 2.5 next page.
Figure: 2.5 Conceptual framework of quality education
Source: Researcher (2012)
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This Chapter presents research methodology. It comprises of research design, description and justification of the study area, population and sample size, sampling procedure, data sources and data collection, methods of data collection, data analysis, research limitations and ethical issues.
3.2 Research design
Kothari defines Research Methodology as “a way to systematically solve a research problem” (Kothari, 2004:8). One of the most important parts in any research under research methodology is that of Research design. According to Mlyuka, research design, “spells out what type of the method to use and to show where and how the study is going to be done” ( Mlyuka, 2011:14) . Adam and Kamuzora, [cited from Aaker et al 2002] defined a research design as the detailed blue print used to guide a research study towards its objectives. In making a summary of the above definition, a research design was a detailed work plan and conceptual structure within the research (Adam and Kamuzora, 2008:75) [cited from Aaker et al 2002].
In this case, the research design was meant to guide the researcher and provides a direction towards data collection, analysis and interpretation. The research was also designed in such a way that it allowed interviews, discussions and personal observations in the field of study from which the researcher was able to investigate quality education, attitudes and application of knowledge.
Thus, this study described the Description and Justification of the study area, Population and Sample size, Sampling procedure, Data sources and Data collection, Methods of data collection, Data analysis, Research limitations and Ethical issues in order to achieve the stated objectives of the study.
3.3 Description and Justification of the study area
This study was conducted in the ELCT-Iringa Diocese located in Iringa Region. Iringa region is located in the Southern Highlands of Tanzania bordered by Mbeya, Ruvuma, Morogoro, Tabora and Dodoma regions. It is also formed of different districts namely: Iringa Municipality, Iringa Rural, Kilolo, and Mufindi districts. The ELCT-Iringa Diocese owns seven secondary schools. These schools are located in Kilolo, Iringa and Kilombero districts.
The researcher selected this study area because he was familiar with all the schools for he has visited all of them during his fulfillment of his administrative role. Also no one had conducted such kind of research in this way the researcher feels privileged. Not only is that but the researcher one of the stakeholders of education in Diocesan secondary schools and has an interest and motivated from inner heart through his daily roles. Finally, all schools were accessible to the researcher.
3.4 Population and sample size
The population in the study area comprised of 1526 students who were Form III, IV and VI, 145 teachers, 7 head of schools and 6 top leaders of the Diocese making a total of 1684. Selected respondents represented the population at each school level. The sample comprises of 200 respondents: 2 from Head office, 6 head of schools, 40 teachers, and 152 Students from forms III, IV and VI. The reason for selecting these forms were due to time they stayed at respective schools of which the researcher was convinced that they have enough knowledge about teachers and their fellow students. The sample size for each school is as represented in Appendix I on page 127.
3.5 Sampling procedure
Sampling techniques or procedure included Simple random and Purposive sampling which provided equal chance to be chosen and to avoid bias, Purposive sampling was to specific responsible people especially leaders and Cluster sampling was used in order to have rational representation i.e. respondents from each level.
3.6 Data sources and collection
This study used both Primary and Secondary data sources. The Primary data was collected by using questionnaires and interviews schedules. The Secondary data was collected from reading statistics of teachers and students, reading policies and documentation of academic performance of internal and external conducted by NECTA and other educational stakeholders like District and Iringa region.
3.7 Methods of data collection
In this study the research instruments used for data collection were Questionnaire and Interviews schedule. Questionnaire was used for students in order to create freedom of expression and ensure collection of primary data. Also interviews were mainly used for administrators to ensure data collected are primary and reflect respondents’ feeling and opinions.
The researcher participated in conducting interviews assisted by trained fellows in the administering of questionnaire. In this case qualitative and quantitative methods were used by employing both Questionnaire and interviews. Questionnaire were used because it was simple and provide freedom to respondents and easy to analyze. Also, quantitative method was used by employing some numerical figures for survey methods. The reason for the choice is that researcher would be able to relate the major three components under study. Also, interview method was employed where more clarification was needed or to all respondents who were busy like top leaders.
3.8 Data analysis
During data analysis, tables and charts were used to summarize and interpret the data collected through Statistical Package of Social Sciences (SPSS). The data reflected the existing situation of schools in ELCT-Iringa Diocese in respect to quality education. Furthermore, the data collected were used to construct indicators of effective teaching and learning.
3.9 Research limitations
The researcher encountered some problems like financial constraints, time factor, geographical location and respondents’ attitudes towards educational policies of this country which seem to be unfriendly to private schools. The results were, the researcher conducted his field work successfully.
The researcher was aware of all the above limitations. The way forward was to collect data during the dry season and the budget set aside met the need by timely doing the research. The respondents’ attitude was controlled through Diocesan Mission (Jn 10:10b) of which the researcher is well informed and the people in the study area. The researcher has been working as the coordinator of all the seven schools.
3.10 Ethical issues
The researcher was aware of ethical issues for the study involved different respondents with various work statuses. The researcher was well informed that some might wish their information to be kept secret while others may be free to share for their school betterment and future prosperity. The result revealed that some respondents strictly avoided their names and age to appear in any form. In this case, all data collected were reported in a manner that will not annoy any respondent involved in this study.
CHAPTER FOUR
PRESENTATION OF FINDINGS
4.1 Introduction
This Chapter presents the findings and analyzes the findings obtained from the study area. The presented findings are from the study about An Investigation of Contributing Factors to Imparting Quality Education in ELCT Iringa Diocesan Secondary Schools. The findings were obtained through questionnaires, interviews, observations and some discussions with respondents. The researcher visited all seven intended secondary schools. However, one school was closed by the Zonal Educational Inspectors at the time, when the researcher visited that school. Thus, only six schools were involved and reported by the researcher. These schools are Pommern, Mtera, Malecela, Bomalang’ombe, Image and Lutangilo. During the visit, the researcher checked all classrooms, dormitories, libraries and laboratories of each school.
A total of 200 questionnaires were distributed to all the respondents. 100% of questionnaires were returned to the researcher. The questionnaires were distributed on the same day the researcher visited each school. Also the researcher was assisted by three co- researchers who accompanied him in every visit.
The researcher interviewed some students for they had problems in expressing and writing in English. In this case in some cases the interviews were conducted in Kiswahili from which students became free and were able to share their views. The information received in Kiswahili was more exhaustive and meaningful in analyzing the findings. On the other hand, teachers were a bit skeptical filling in the questionnaires and if they did, some did not even want their names to appear on the paper. That kind of teachers became resourceful when were given room to have oral interviews from which they were able to express themselves freely especially to points connected to the school administration and the general performance of the school.
The study intended to investigate the contributing factors to imparting quality education. The following factors: availability of teachers, teaching and learning facilities and students’ loss of self-study were tested with regards to the formulated objectives of study. The objectives of the study were to investigate the factors which contribute to teachers’ exodus, to examine the availability of teaching and learning facilities in imparting secondary education, to find out the reasons for the loss of self-study morale among secondary students and to find out the mechanisms employed to combat the problem.
Hence, the findings were analyzed by SPSS and MS-Excel which helped the researcher to calculate percentages and draw tables. Moreover, in some cases it helped to draw pie charts, line and bar graphs used to represent certain data collected for easy interpretation of the findings.
4.2 Demographic characteristics of respondents
Presentation of the findings is from the total of 200 questionnaires which were distributed to 200 respondents, who had an opportunity to participate in filling them, having interviews and group discussion and all 200 (100%) respondents returned the questionnaires. The success was due to the physical supervision and respondents filled them under the supervision of the researcher and three research assistants.
The study considered demographic characteristics of respondents which included the sex, age, education and position of respondents as important elements on the respondents’ background information.
4.2.1 Classification of respondents
Table 4.2.1next page shows the four categories of respondents: the first category had 2 (1.0 %) who were the top leaders which included Diocesan General Secretary and Training Officer; the second category had 6 (3%) heads of schools, the third category had 40 (20%) teachers and the fourth category 152 (76%) were students in the selected schools. The classification of respondents intended to have a rationale and avoid biasness in responding to distributed questionnaires. Also it created freedom to students and teachers in filling the questionnaires and participating in the conducted interviews
|Table 4.2.1: Classification of respondents |
| |
| |
| |
| |
| |
| |
| | |Frequency |Percent |Valid Percent |Cumulative |
| | | | | |Percent |
| |
| |
| |
| | |
| |2007 |2008 |2009 |2010 |2011 |
|Pommern |3 |4 |5 |4 |3 |
|Mtera |4 |6 |2 |5 |2 |
|Malecela |2 |2 |3 |5 |2 |
|Bomalang’ombe |3 |4 |5 |3 |3 |
|Image |4 |2 |6 |6 |4 |
|Lutangilo |2 |3 |5 |3 |2 |
|Total |18 |21 |26 |26 |16 |
Source: Field data (2012)
Teachers have been leaving because of different reasons. The following were some of the reasons for teachers exodus: Poor school administration, Teaching and learning environment, Low teachers’ salaries, Joining Government employment, Search for job security, Opportunity for further studies, Personal teacher’s misconduct, Lack of binding contracts, Lack of motivation, Peer and Family pressure and Teachers’ laziness at work place.
4.3.2.1 Poor school administration
Table 4.3.2.1 below shows the responses from teachers on poor administration in ELCT-Iringa Diocesan secondary schools to be the reason for teachers’ exodus. Findings show that 32 (80.0%) of the teacher respondents advocated for poor school administration to be one of the reason for teachers exodus while 8 (20%) of the teacher respondents did not agree poor school administration to be one of the reasons for teachers’ exodus. During oral interviews teachers expressed their inner feelings and concerns about the poor administration issues such as nepotism, poor vision and miss use of school money. Nevertheless, someone said: “I am only waiting for my post”. This implies that he was on the way to quit.
|Table 4.3.2.1: Teachers’ responses on poor school administration |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| | |Frequency |Percent |Valid Percent |Cumulative Percent| |
| | |F |M |T |F |
|SCHOOL |
| |
| |
| |
| |
| |
4.4.5.2 External influence from politicians
Table 4.4.5.2 below shows the responses of heads of schools on external influences from politicians. The findings show that 6 (100.0%) of the respondents agreed to have external influence in schools. The findings show that all respondents experience external influence from politicians. The top down seculars are to be implemented as “Dogmas”. Thus, Heads of schools are to implement circulars as written. For example, this is one of the reinforcement from an educational officer of high rank: “If you do not adhere, your school will be closed” (name withheld).
|Table 4.4.5.2: External influence from politicians |
| |
| | |Frequency |Percent |Valid Percent |
|School A |Tshs 140.000.00 |Tshs 250.000.00 |Tshs 500,000.00 |- |
|School B |Tshs 200.000.00 |Tshs 400,000.00 |Tshs 600.000.00 |- |
|School C |Tshs 260,000.00 |Tshs 414,000.00 |Tshs 517,000.00 |Tshs 716,000.00 |
|School D |Tshs 150,000.00 |Tshs 320,000.00 |Tshs 520,000.00 |- |
|School E |Tshs 160,000.00 |Tshs 380,000.00 |Tshs 480,000.00 |Tshs 620,000.00 |
|School F |Tshs 180,000.00 |Tshs 351,000.00 |Tshs 450,000.00 |- |
Source: Field data (2012)
4.5.1.2 Motivation to teachers
Table 4.5.1.2 next page shows the responses of teacher respondents on motivation system to teachers. The findings show that 30 (75.0%) of the respondents agreed to have motivation to teachers, while 10 (25.0%) of the respondents did not agreed. The findings show that some school had difficulties in financial status even though the motivation policy was there to be implemented by all schools. The observation showed that the Diocese has assisted teachers to personal loans from CRDB. Teachers have an open room to access loans guaranteed by the Diocese through monthly salary of a teacher. Teachers are given free housing, they go on tours and the Diocese sponsors teachers who get opportunities for further studies (see table 4.5.1.2 next page).
|Table 4.5.1.2: Motivation to teachers |
| |
| | |Frequency |
| |F |M |F |M |
|SCIENCE |07 |18 |3 |14 |
|ARTS |44 |52 |3 |7 |
|TOTAL |51 |70 |6 |21 |
NB: 17 Students from Science class passed and were selected to Form Five studies while 10 students from Arts class passed and were selected to Form Five.
Source: NECTA Form Four Examinations Results (2010)
Table 5.2.3. 2: Form Four Examination Results 2011
|ITEM |REGISTRED |SELECTED TO FORM FIVE |
| |F |M |F |M |
|SCIENCE |17 |18 |4 |8 |
|ARTS |67 |55 |1 |1 |
|TOTAL |54 |73 |5 |9 |
NB: 12 Students from Science class passed and were selected to Form Five studies while 2 students from Arts class passed and were selected to Form Five.
Source: NECTA Form Examinations Results (2011)
In this case, no one can escape from work and expect to prosper in life. That is why today youth know that work means employment even though there is great opportunity around him which could make his living better than being employed.
Students’ misconduct has been a great problem that associated with the whole issue of globalization. Youth are now trapped in the world’s jungle of knowledge. No one is there to filter the internet imported knowledge. Students pick what seems to be pleasing to them and being in line with their status of living. The issue of love affairs prevailed in all schools. Whatever indiscipline case happened in schools had connection to love affairs issues. If heads of schools could be sincere enough to follow all the school regulations especially those whose punishment is expulsion from schools, then schools could miss students. Hence, guidance and counseling departments are to be reinforced by employing professional teachers and not just appoint some teachers with minimal skills to hold the role.
Furthermore, English language proficiency was revealed to be one of the reasons for the loss of self-study. It was observed that, some students know correct answers if they score low grades because of language barrier. In this way students become so discouraged and feel like being not privileged in academic world. Responding to the researcher’s questionnaire, one of the student respondents said: “I am sorry Sir; Siwezi kukusaidia kwa sababu maswali yako yapo kwa kiingereza labda unifafanulie kwa kiswahili” means, “I cannot help you because your questions are in English unless you translate for me “. The researcher had to translate, and he was able to answer in Kiswahili.
The findings revealed that most students join secondary school with poor English language background. What do you expect from primary teacher who joined teacher training while he or she got division four of 28 points in his or her Form Four examinations? Here, a revival of Tanzanian educational curriculum needs to be revisited for the same disease may spread to Universities and finally the whole country becomes sick from English language malnutrition.
The research finding revealed that, all schools in the study area provide ugali and beans as their staple food for students. Seldom, students eat meat two could be once per month or even worse a term may end without supplying meat to students. Rice was commonly served once or twice per week.
In such kind of environment, students are violated of their right to have a balanced diet especially because they are teenagers. In this case you cannot expect students to perform well in studies.
5.2.4. Objective Four: To find out the mechanisms employed to combat the problems of teachers’ exodus, lack of teaching and learning facilities and loss of self-study secondary among students
5.2.4.1 Teachers’ exodus
The findings revealed that ELCT-Iringa Diocese and School administrations were working hard to employ various mechanisms to combat teachers’ exodus.
Some teachers were given sponsorship for their further studies, yet on their return they left schools as if there were conflicts between them and the Diocese. As the result, Diocese stopped providing training sponsorship to teachers. Instead the diocese leadership decided to employ teachers on their qualifications and to pay them accordingly. Not only that but also the Diocese improved the teaching and learning environment.
5.2.4.2 Lack of teaching and learning facilities
Efforts towards the supply of teaching and learning facilities were observed. Infrastructures were improved and the development of schools were realized especially when one looks at the changes reached from when some schools were opened or established to the time of this research. Classrooms and furniture were bought to meet the demand of enrolled students.
5.2.4.3 The loss of self-study morale among secondary students
The findings revealed that schools were concerned with students’ affairs in improving their self-study morale. Libraries and laboratories are equipped to allow students get opportunities to do studies by themselves. Teachers and students interaction reveal priority in order to create conducive teaching and learning environment so that students do not feel abandoned but develop the scope of self-drive.
This move enabled students to feel motivated and as a result they developed morale of studying hard on their own. In addition, schools appointed some teachers who serve as counselors. In spite of not being exposed to any training related to guidance and counseling courses, their services proved helpful.
CHAPTER SIX
SUMMARY, CONCLUSION AND RECOMMENDATIONS
6.1 Introduction
This Chapter presents a brief summary, conclusion, recommendations and suggestions for further research. This research intended to investigate the contributing factors to imparting quality education in ELCT-Iringa Diocesan secondary schools.
6.2 Summary
The general objective of this study was to investigate the contributing factors towards imparting quality education in ELCT-Iringa Diocesan secondary schools. The question of quality education is unavoidable to a developing country like Tanzania. People need quality education which will answer people’s challenges they face in their daily lives. That is to say, as long as the ELCT-Iringa Diocese has indulged itself in the provision of secular education, it ought to adhere to factors which contribute to quality education and accept challenges as well.
The study was therefore divided into six major parts; each chapter had its own essential elements to be looked at. Chapter One, explained the background to the problem, statement to the problem, objectives of the study which had the general and specific objectives, the research questions, scope of the study and the significance of the study. Chapter Two, dealt with the literature review of the study which focused on quality education by observing theoretical review. Under this section, educational theories were discussed in relation to the study and empirical studies were also observed. Moreover, conceptual framework was developed to ensure that formulated objectives are met and developed research questions are answered. Through literature review the researcher was able to discover the research gap of this study.
Chapter Three, describes the research methodology which included the research design, description and justification of the study area, population and sample size, sampling procedures, data sources and methods of data collection, data analysis, research limitation and ethical issues. Chapter Four, presents a detailed presentation of the findings obtained from the study area. The data were analyzed by using SPSS.
Chapter Five, gives the interpretation and discussion of the findings. Finally, Chapter Six makes the concluding part which comprises of summary of the study, conclusion, and recommendations on how to improve the involvement of the ELCT-Iringa Diocese and the government in imparting quality education for the better and potential future generation and the suggestions for further research or study.
6.3 Conclusion
The conclusion is drawn from the findings in relation to each objective and research questions.
The first objective on the teachers’ exodus, respondents were mostly of the opinion that school administrations, teaching and learning environments and peer and family pressures were the key reasons for the teachers’ exodus to join government employment.
The Diocese is challenged on the appointment of Headmasters/ Headmistress to lead schools. Leadership is crucial if one wants things move. The only way is to measure the success being in line with the Diocesan Vision and Mission.
However, the Diocese had made a lot to motivate teachers to remain working in its schools. Yet, some teachers left regardless of the money spent to train them. The matter remains a question of faithfulness and fear to God. Hehe people have a say: “I ngubi yalye munyamugunda” means a pig ate an owner of the farm, the Bena say:” Ulusungu lwambudza” means mercy is costly to granter and Wanji say: “Ulusungu fua” means mercy is death. All these three sayings from the three tribes denote that there are people in this world who never consider the kindness of other people upon them. Once they are successful in what they wanted, they never appreciate but prepare a basket to put insults. The Diocese should never be discouraged but have strength to continue improving teaching and learning conditions.
The second objective was about the availability of the teaching and learning facilities. It is concluded that the Diocese is aware of the essence of the teaching and learning facilities in the provision of quality education in its schools. However, it still has a long way to go before it reaches to a point of having all schools fully equipped. It was observed that schools had mainly rooms serving the purpose of either laboratory or library.
The third objective was about the loss of self-study among students. It was revealed that students are severely influenced by globalization. Deliberate efforts could be employed to rescue the situation. We cannot avoid adding knowledge from other sources but the question remains; don’t we have something that other people from other places learn from us? Contradicting educational policies of our country have to be taken into consideration. If we continue copying whatever is thrown to us there is a danger of gluing ourselves in a jungle of nowhere but busy walking.
In the fourth objective, the research revealed that ELCT-Iringa Diocese and its school administration have made great efforts towards combating whatever problems emerged in the course of offering secondary education. The Diocese will be more successful in the provision of quality education by employing competitive elements and never forget that its people are not living in an Island in a utopian country. The Diocese has all the opportunities to prosper in provision of quality education. Let all challenges be addressed for the prosperity, identity and good reputation of schools and the Diocese at large.
Altogether, the findings from the empirical data, studies and the findings obtained from the study have proved that provision of quality education needs an investment. Also by having charismatic school administration and Diocesan visionary leaders could be an enhancement tool towards provision of quality education.
By addressing the challenges encountered from teachers’ exodus, lack of teaching and learning facilities and loss of self-study morale among students the Diocese will enhance the provision of quality education in the Diocese and the whole country at large. Always, successes in provision of quality education are a result of motivated students, teachers, owners and community members.
6.4 Recommendations
Any considerable person and appreciative to good things would like to share views with other beneficiaries.
6.4.1 To individual teachers
Teachers should know that having a certain level of education means having a certain level of ability and capacity to solve things in hand. Running away means failure to think deep. Everything we see and enjoy today means that somebody toiled for its precious. Teachers should be aware that green pastures are always on the other side of the fence.
6.4.2 To school administration
The school administration should adhere to Diocesan Vision and Mission. Also they should be aware that their appointment was based upon the assumption that they are capable and worth to be granted that rank. Everyone is indebted and has the duty to prove beyond doubt that she or he deserved and the Diocese should not regret appointing her or him as a competent appointee.
6.4.3 ELCT-Iringa Diocese
First, the Diocese shall prepare lawfully strengthened teachers contracts which will be signed by Employee, General Secretary and the Diocesan lawyer. This will help solve the problem of teachers who want to be trained without returning after training.
Second, the Diocese should arrange Teachers’ conferences each year. In this kind of conference the General Secretary could clear all doubts prevailing due to some dissatisfaction of workers and employers upon poor performance. General Secretary can also clarify the vision and mission of the Diocese and even empowering teachers on what is to be done now, tomorrow and the day after tomorrow.
Third, the Diocese should have a tireless spirit in improving the teaching and learning environment of its schools. Parallel to this, we need to be realistic by compromising the core service of the church and the real world that teachers live.
Fourth, the Diocese should classify its schools into categories for ease of running. In turn some schools could assist others. The Diocese should establish a teacher training college which could help solves the scramble for teachers in the world of “say loud so that I can hear what you want me to do”.
Fifth, Diocesan members should realize that schools still have long ways to go to maturity and hence, they still need great support for better fruits.
6.4.4 To the government
The Government should try to be realistic on issues pertaining to education. We must have a stable curriculum designed to meet Tanzanian challenges. Inclusion of practical education and self- reliance should help enhance build hardworking people. Also, it has to avoid think tankers for Tanzania but rather have smooth and cooperative thinking which allows realization of the real situation. Quality education will never be realized in our country by continuing embracing think tankers in educational policy making.
6.5 Suggestions for further research
Contributing factors to imparting quality education are many. One cannot exhaust in a single framed title of research. The question of teachers’ exodus is so challenging. Students, parents and employers would like to have the so called permanent teachers. But teachers seem to be in transit heading to a destination sometimes not known to them. This study has only dealt with the ELCT-Iringa Diocesan secondary schools. There is still more to be done in a similar study on things like how to recruit Heads of schools to avoid frequent change of schools administration.
There is still more information which could be researched pertaining to provision of quality education in Tanzania. Areas for further study could be about frequent change of syllabi, educational circulars, and nature of NECTA examinations as to whether we still need final examination for Standard seven, form II, IV, VI and Diploma, teachers’ remuneration and terminal benefits for retirees.
REFERENCES
Adams, D. (1993). Defining educational quality. Improving Educational Quality
Project Publication #1: Biennial Report. Arlington, VA: Institute for
International Research.
Adam, J. & Kamuzora, Faustin. (2008). Research Methods for Business and Social
Studies.Morogoro: Mzumbe Book Project
Bame, N.K. (1991). Teacher Motivation and Retention in Ghana: The Professional
in Africa.. Accra: University Press.
Brock-Utne, B. (1988) ‘A Critical Analysis of World Bank Report No. 6934:
Education Policies for Sub-Saharan Africa: Adjustment, Revitalization, and
Expansion, University of Dar –Es- Salaam, Tanzania.
Brooks, J. and Brooks, M. (1993). In Search of Understanding:
The Case for Constructivist Classrooms, ASCD. TeachingResources/ClassroomTips/Constrvist%20_Learning.htm
Dakar Framework for Action, Article 7, World Education Forum 2000.
Darling-Hammond, L. (2000). Teacher Quality and Student Achievement. A review of state
policy evidence. Education Policy Analysis Archives, 8(1)
D’Souza, Anthony. A. (2005). Leaders for Today, Hope for Tomorrow. Limuru: Kolbe
Press.
D’Souza, Anthony. (2004). Leadership: A Trilogy on Leadership and
Effectiveness Management. Limuru: Kolbe Press.
Edwards, Clifford. H. (2000). Classroom Discipline and Management 3rded.
New York: .John Wiley & Sons, Inc.
Hoy, Wayne. L & Miskel, Cecil. G. (1996). Educational Administration. Theory, Research
and Practice.5th ed. New York: McGraw Hill ,Inc.
Kellough, Richard. D. (2003). A Resource Guide for Teaching 4thed. New Jersey:
Pearson Education, Inc.
Kothari, C.R. (2004). Research Methodology.Methods and Techniques 2nd ed.
New Delh: New Age International (P) Ltd., Publisher.
Mbangwa, Ezra Eli. (2007). Teachers Turnover in Tanzania Lutheran Junior
Seminaries. Un Published Post Graduate Thesis: Institute of Finance Management
Meyer, Paul J. , Rex, Houza and Randy, Slechta. (1998). Bridging the Leadership Gap.
Arlington Texas: The Summit Publishing Group.
Mlelwa, (2012). Inspectorate Report: Chief Southern Highlands Inspector of Schools.
Mlyuka, Enock E. (2011). A Simplified Guide to Research Proposal and Report Writing
for Institutions of Higher Learning. Dar- Es- Salaam: Ecumenical Cathering
(EGYS).
Newman, F. M., King, M..B & Youngs, P. (2000). Professional Development that address
School Capacity: Lesson from Urban Elementary School. American Journal
of Education, 108 (4)
Postlewaithe, N. (1998). The Conditions of Primary Schools in Least-developed
Countries.International Review of Education: 44(4): 289-317.
Sanga, W.S. (2005). An Assessment of the Effectiveness of Teaching and Learning
Facilities in Teaching and Learning Mathematics in Teacher Colleges in
Tanzania. A case study; Ifunda and Klerruu Teachers Colleges: A Thesis:
Degree Bachelor of Education (Mathematics) of Tumaini University,
Iringa University College
Thungu, Jane, , Wandera, Kezziah. , Gachie, Lizzie and Alumanda, Gladys. (2008).
Mastering PTE Education. Nairobi: Oxford University Press.
Electronics sources
Bandura, A. (1977). Social Learning Theory. NewYork: General Learning Press.
28 March 2012
Chediel, R.W. Sekwao, N and Kirumba, P.L. (2010). Secondary Schools in Tanzania
Accessed on 30 May 2012
Colby, Jeanette. & Miske, Watt. (2002). A Paper Presented by UNICEF at the Meeting
of The International Working Group on Education Florence, Italy June 2002 Accessed on 27 March 2012
Duguga, S.D. (2011). Tanzania Secondary Education
Accessed on 30 May 2012
Forgarty, et al. (1991). Learning Theories
Accessed on 27 March 2012
Fritscher, Lisa. Cognitive Theory. Guide.
. Accessed on
30 March 2012
MOEC, (1995), The Tanzania Education and Training Policy, Dar es Salaam
Accessed on 28 March 2012
Robson, (2002). Conceptual Frame Work
Skinner, B.F. ( 2011). Behavioural Theory
Accessed on 28 February 2012
Thadani, Rahul. (2010). Information Processing Theory.
Accessed on
30 February 2012
UNICEF. (2000). Curriculum Report Card. Working Paper Series, Education Section,
Programme Division. New York: Author. Accessed on 28 February 2012
Willms, J. D. (2000). Standards of care: Investments to Improve Children’s
Educational Outcomes in Latin America. Paper presented at the “Year 2000
Conference of Early Childhood Development” sponsored by the World Bank,
Washington, D.C. April, 2000.
Accessed on 28 March 2012
Yero, Lloyd Judith. (2002). The Meaning of Education. Teachers Mind Resource.
Accessed on 27 February 2012
APPENDICES
Appendix I: Table showing the Population and Sample size
|School Name |Top Leaders |Sample size |Number of Teachers|Sample size |Number of Students for|Sample size |
| | | | | |forms III,IV,V &VI | |
|Head office |6 |2 |- |- |- |- |
|Pommern |6 |1 |25 |7 |413 |40 |
|Mtera |6 |1 |17 |4 |271 |27 |
|Malecela |6 |1 |24 |7 |219 |20 |
|Bomalang’ombe |6 |1 |26 |7 |170 |17 |
|Image |6 |1 |42 |12 |387 |38 |
|Lutangilo |6 |1 |11 |3 | 66 |10 |
|Total |42 |8 |145 |40 |1,526 |152 |
Source: Field data (2012)
Appendix II: Classification of Respondents
| |Top Leader/School Management |Teachers |Students |Total |
|Head office |2 |- |- |2 |
|Pommern |1 |7 |40 |48 |
|Mtera |1 |4 |27 |32 |
|Malecela |1 |7 |20 |28 |
|Bomalang’ombe |1 |7 |17 |25 |
|Image |1 |12 |38 |51 |
|Lutangilo |1 |3 |10 |14 |
|Total |8 |40 |152 |200 |
Source: Researcher’s data (2012)
Appendix III: Number of students in each selected school
Ordinary Level i.e. Form One to Form Four
|Item |Form One |Form Two |Form Three |Form Four |GrandTotal|
| |F |M |T |
| |F |M |T |F |M |T | |
|Pommern |9 |34 |43 |20 |38 |58 |101 |
|Mtera |0 |4 |4 |0 |4 |4 |8 |
|Malecela |4 |16 |20 |3 |8 |11 |31 |
|Bomalang’ombe |- |- |- |- |- |- |- |
|Image |12 |28 |40 |7 |22 |29 |69 |
|Lutangilo |- |- |- |- |- |- |- |
|Total |25 |82 |107 |30 |72 |102 |205 |
Source: Field Data (2012)
GRAND TOTAL OF ALL STUDENTS= 3094 + 205 = 3299 Students
APPENDIX IV: A Questionnaire to students
Background information of respondents (students)
Name…………………………………………………………………………………
Gender: Male/Female
Date of birth………………………………………………………….
Educational level: Form……………….
Subjects Bias:
I) Science……………………………………………………..
II) Arts…………………………………………………………….
III) Commerce ………………................................
Nature of school: Day and Hostel/ Day school……………………………
1. Do you have enough teachers in your school? Yes/No
2. Do you know the names of teachers who moved from this school to other
schools? Yes/No
Give their names……………………………………………………………
3. Has the movement of teachers affected your learning? Yes/No
4. What effects did you experience when teachers moved from your school to
another school?
……………………………………………………………………………………
5. Mention three subjects that you like the most?
....................................................................
6. Do you have enough time for private study? Yes/No
If No, why? ……………………………………………………………..
7 Do you attend evening preparation? Yes/No
If No, give reasons ……………………………………………………….
8. What kind of books do you prefer to read between those with questions and answers and those with questions without answers? ...............................................................................
9. Do teachers give you study questions for your studies? Always/Sometimes/Seldom/Never
10. How often do teachers give you areas do read at your own time? Always/Sometimes/Seldom/Never
11. Are you happy with your school administration? Yes/No
Give reasons for YES/ No ………………………………………………………
12. What are the reasons for the loss of self-study initiative among students?
…………………………………………………………………………………
13. Do you know any students who do not want to attend evening preparation (prep)? YES/NO
Give reasons for YES/NO ……………………………………………………….
STATUS OF THE SCHOOL
Please, put a tick against your correct answer
A Library
1. Dou you have a school Library? YES/ NO
2. Do you have enough text books in your school Library? YES/NO
3 Do you have time to visit your Library? YES /NO
4. How many days do you go to Library in a week? Once/Twice/ Everyday
5. Can you read a book and understand what you have read? Yes/No
B School laboratory
1. Do you have a school Laboratory? YES / NO
2. Do you have enough apparatus in your school laboratory? YES / NO
3. Do form four sit for Actual Practical during NECTA Examinations? YES / NO
4 How many times do you perform practical study in your science subjects? Always/Sometime
5 Are you often accessed to your school laboratory? Yes/No
6 Do your teachers use teaching and learning aids while in classrooms sessions? Yes/No
7 Do you like learning by touching yourself? Yes/No or observing someone do for you? Yes/No
8 Are you able to perform science practical alone? Yes/No/Somehow
C Number of classrooms
1 Do you have enough classrooms? YES/NO
2 Do you have enough furniture for all students? YES/NO
If NO, how do you share the furniture?
……………………………………………………………………………………
……………………………………………………………………………………
D Provision of meals
1 How many meals do you have per day? Two/Three/Four
2 What kind of meals do you get per week? ..........................................................................
………………………………………………………………………………
3 Do you get enough food to eat every day? YES/NO
If NO, How do you survive? .............................................................................
4 Have you ever closed school due to shortage of food? YES/NO
If YES, how did teachers compensate the lost periods? ………………..……..
E Accommodation
1 Do you have enough dormitories? YES/NO
2 Do you have enough rooms for all students? YES/NO
3 Do all students sleep on beds? YES/NO
If NO, how is the problem solved? …………………………………………….
APPENDIX V: A Questionnaire to teachers
Background information of respondents (teachers)
Name ……………………………………………………………………
Gender: Male/Female
Date of birth………………………………………………………….
Marital status: Single / Married………………………………………………
Educational level: Form six/ Diploma/ Degree/Masters/………………………………
Teaching Subject:
i) Science……………………………………………………………………
ii) Arts………………………………………………………………………
iii) Commerce…………………………………………………………………
1. Do you have shortage of teachers? Yes/No
2. How many teachers do you know who left this school? ……………………………
3. Do you experience teachers’ exodus at your school? Yes/No
If yes, what do you think could be the reasons for their exodus?
…………………………………………………………………………………
4. To which kind of schools do teachers preferably go? Government/ Private
Give reasons for their choice:
………………………………………………………………………………..
5. Is there any kind of motivation for teachers in this school? Yes/No
If yes, how are teachers motivated here at your school?
.......................................................................................................................
6. Does the employment have contracts? Yes/No
7. Does your salary follow the government scales? Yes/No
Are you comfortable with the salary given to you? Yes/No
8. Are you confortable with the teaching and learning environment of your school? Yes/No
If No, what are your opinions to improve it?
…………………………………………………………………………………
9. Are your students motivated for self-study? Yes/No
10 Do you have problem making students study by themselves during private study? Yes/No
If YES, What problems do you face? ……………………………………………..
11. Do you have science teachers? Yes/No
12. Do your students sit for Alternative to Practical or Actual Practical?
Yes/No
If they sit for Alternative to Practical, what are their performances in the form four national examinations? …………………………………………………………………………………….
…………………………………………………………………………………… Since when have you been doing the Alternative to Practical? Year…………………
13. What factors do you think contribute to good or poor academic performance at
your school?
Reasons for Good performance …………………………………………………
Reasons for poor performance
………………………………………………………………..……...................
14. Do you see any connection between provision of quality education and the availability of teaching and learning facilities? YES/ NO
If yes, how is it connected? ………………………………………………………
15. What efforts does the administration take to improve the provision of quality education at your school and ELCT-Iringa Diocese level?
…………………………………………………………………………………..
16. In your opinion, what do you think could be the contributing factors to imparting
quality education in ELCT-Iringa Diocesan Secondary Schools?......................... ……………………………………………………………………………………
17. Does there any effects resulted from the location of your school in imparting quality education? YES/NO
If Yes, how does it affect? .................................................................................................................................
……………………………………………………………………………………
STATUS OF THE SCHOOL
Please, put a tick against your correct answer.
A. Library
1. Dou you have a school Library? YES or NO
2. Do you have enough text books in your school Library? YES or NO
3. What is the student’s text book ratio? 1:1, 1:2, 1:3, 1:4 or
1: more than ten
4. Do you have time to visit your Library? YES or NO
5. How many days do you go to Library in a week? Once, Twice , Everyday
6. Do you have any plan buying more text books? YES or NO
B School laboratory
7. Do you have a school Laboratory? YES or NO
8. Do you have enough apparatus in your school laboratory? YES or NO
9. Do form four sit for Actual Practical during NECTA Examinations? YES or NO
10. Do you have any plan to construct a school Laboratory? YES or NO
11. Do you have any plan buying more apparatus and chemicals? YES or NO
C Number of classrooms
1 Do you have enough classrooms? YES/NO
2 Do you have enough furniture for all students? YES/NO
If NO, how do they share the furniture?
……………………………………………………………………………………
D Provision of meals
1 Do your students get enough food? YES/NO
If No, how do you solve the problem?.....................................................................
2 Have you ever closed school due to shortage of food? YES/NO
If YES, how did teachers compensate the lost periods?
……………………………………………………………………………………
3 How can you rate the quality of food supplied to students? Balanced/ Not balanced
E Accommodation
1 Do you have enough dormitories? YES/NO
2 Do you have enough rooms for all students? YES/NO
3 Do all students sleep on beds? YES/NO
If NO, how is the problem solved? ………………………………………………
APPENDIX VI: A Questionnaire to head of schools
Background Information of Respondents
Name…………………………………………………………………………
Gender…………………
Date of birth……………………………………………………………….
Marital status: Single / Married……………………………………………..
Educational level: Diploma/ Degree/Masters………………………………
1. Do you have enough teachers at your school? Yes/No
2 How many teachers do you have in total? Male…………Female…………………
Science teachers M……….. F………… Arts teachers
M…………….F……………
Business teachers M………….F………… Theology
M……………….F…............
3 What are the teachers’ qualifications?
| |A-Level Certificate |Diploma |Degree |Masters |
| |M |F |T |M |F |
I |F | | | | | | | |M | | | | | | | |T | | | | | | |II |F | | | | | | | |M | | | | | | | |T | | | | | | |III |F | | | | | | | |M | | | | | | | |T | | | | | | |IV |F | | | | | | | |M | | | | | | | |T | | | | | | |0 |F | | | | | | | |M | | | | | | | |T | | | | | | |
10 Do you have any idea about the loss of students’ self-study at your school? Yes/No
If we would like to improve students’ self- study, what could be the possible measures to be considered? ……………………………………………………
……………………………………………………………………………………
11 Do you have any strategies to improve the performance? YES/NO
If Yes, what are those strategies? …………………………………………
12 Do you face any external influence from parents upon imparting quality education? Yes/No
If yes, how do they influence? ……………………………………..
……………………………………………………………………………………
13 Do you face any external influence from politicians upon imparting quality education? Yes or No
If yes, how do they influence? ………………………………………….
……………………………………………………………………………………
14 Do you have laboratories at your school? Yes or No
If no, do you have any reasons for not having?
……………………………………………………………………………………
Do you have any plan to construct a school Laboratory? YES or NO
If yes, when will it happen that your school will be accessed to it? This year or 2 to 3 year
15 Do you have any plan buying more apparatus and chemicals? YES or NO
If yes, what is your plan to overcome the shortage of apparatus and chemicals at your school?
……………………………………………………………………………………
What efforts have you taken to improve the quality of education of your school?
……………………………………………………………………………………
APPENDIX VII: A Questionnaire to ELCT-Iringa Diocesan administration
Background Information of Respondents
Name…………………………………… Gender………………..……
Date of birth………………………………………………………….
Marital status: Single / Married……………………………………………..
Educational level: Diploma/ Degree/Masters/PhD…………………………
1. Do you have enough teachers at your schools? Yes/No
2. Does there any problem in employing /recruiting teachers? Yes/No
3. Are the teachers skeptical to certain environment where your
schools are located? Yes/No
What could be the possible augments?
……………………………………………………………………………………
4. What other fringe benefits do teachers get apart from monthly salary?
……………………………………………………………………………………
……………………………………………………………………………………
5. Is there teachers’ exodus at your schools? Yes/No
If Yes, What do you think are the contributing factors towards teachers’ exodus?
…………………………………………………………………………………………………………………………………………………………………………
6. How do you overcome the problem?...................................................................
7. What are the causes of the loss of students’ self-study at your schools?
……………………………………………………………………………………
8. How could this problem be overcome? ………………………………………
……………………………………………………………………………………
9. Do you face any external influence from parents upon imparting quality education? Yes or No
If yes, how do they influence? ……………………………………………
10. Do you face any external influence from politicians upon imparting quality education? Yes or No
If yes, how do they influence? ……………………………………………………
11. Do you have laboratories at all of your schools? Yes or No
If No, why?…………………………………………………………………
If yes, are the laboratories fully equipped with apparatus and chemicals? Yes/No
If No, Do you have any plan to construct a school Laboratory? YES or NO
12. What efforts have you taken to improve the quality of education of your schools?
…………………………………………………………………………………………………………………………………………………………………………
-----------------------
Well trained teachers
Curriculum
content
Quality teaching & learning
Motivated students
Students
Teaching & learning
environment
Availability of Qualified Teachers
i) Reasons for exodus
ii) Training
iii) Motivated Teachers
Teaching & Learning Facilities
i) Relevant to Students
ii) Stimulating
iii) Text books
Students Mind Set
i) Quality learners
ii) Prior knowledge
iii) Student centred
iv) Self-study
QUALITY EDUCATION
School Culture
i) Ethics
ii) Norms
iii) Values
iv) Beliefs
School Administration
i) Charismatic Authority
ii) Administrative support
Attitude of Community towards Quality Education
i) Parents
ii) Politicians
Role of School Owners
i) Financial support
ii) Staff salaries
iii) Motivation
Teaching and Learning Environment
i) School climate
ii) Infrastructures-classrooms
iii) Water supply
iv) Health services- First Aid
v) Guidance & Counseling
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- iss research paper template
- an investigation of contributing factors to
- welcome to the open university of tanzania repository
- long decision template with disclaimer
- perc pace international
- national strategy on inclusive education
- environmental education strategy for
- certification the open university of tanzania
Related searches
- factors to consider when buying a home
- factors to consider for college
- how to do an introduction of yourself
- an example of an investing activity is
- an example of an opportunity cost
- what is an example of an element
- business factors to consider
- responding to an offer of employment
- factors to achieve success
- college factors to consider
- cultural factors to consider
- when to use an instead of a