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This study investigated the role of OPRAS in enhancing teaching and learning in public
secondary schools at Sumbawanga Municipal, Rukwa-Tanzania. The study had three
objectives: to examine procedures followed in conducting OPRAS, how OPRAS enhance
teaching and learning and common challenges in conducting OPRAS. The study was
grounded on Goal Setting Theory which states that; goal setting is essentially linked to task
performance. The mixed research approach was employed while the descriptive research
design was used to guide the study. Target population was 599 subjects. Simple random
sampling was used to get 80 classroom teachers from four secondary schools. The
researcher used purposive sampling in order to get 4 heads of schools, 1 DEO and 1 TSC
officer, who composed the sample size of 86 participants. Instruments used were
questionnaires for teachers and interview guide for heads of schools, DEO and TSC officer.
Piloting was employed so as to measure validity and reliability. Data were analyzed
qualitatively by content analysis and quantitatively were analyzed statistically by use of
descriptive statistics with the help of excel program. The ethical considerations were
properly followed. On one hand, findings indicated that teachers were properly following
the necessary procedures in conducting OPRAS, but there was no enhancement in teaching
and learning. They were also faced with some challenges: great number of teachers has
negative perception on OPRAS and they lack enough knowledge about OPRAS, unreality
of OPRAS in improving academic performance, forms of OPRAS are complicated,
consumes time and costing too. It is recommended that, the OPRAS has nothing to do with
the betterment of improving teachers’ teaching and learning activities so it can be removed |
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