| dc.creator |
Maboko, Columba Boniface |
|
| dc.date |
2019-08-28T08:57:18Z |
|
| dc.date |
2019-08-28T08:57:18Z |
|
| dc.date |
2013 |
|
| dc.date.accessioned |
2022-10-20T14:15:38Z |
|
| dc.date.available |
2022-10-20T14:15:38Z |
|
| dc.identifier |
Maboko, C. B. (2013). The perceived influence of teacher commitment to teaching on students’ performance: a case of community secondary schools in Tanzania. Dodoma: The University of Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1193 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1193 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This research study explores the perceived influence of teacher commitment to
teaching on students‟ performance. The objectives of the study were to:
(a) Identify various duties performed by normal teachers in ward secondary schools;
(b) Investigate the level of teacher commitment towards teaching;
(c) Find out the impact of teacher commitment towards student performance; and
(d) Propose strategies towards improving high level of commitment of teachers in
ward secondary school in Tanzania.
Four selected ward secondary schools, 64 students, and 24 teachers from Musoma
Municipality were involved in the study. The study was mainly qualitative that was
supported by few quantitative data. Data were gathered through unstructured and
structured interviews protocols, close-ended and open-ended questionnaires and
documentary reviews. Analysis of data was done through descriptive explanatory
approach.
Findings and observations from the study revealed that students‟ academic
performance decreased continuously from year to year due to lack of teacher
commitment to teaching. The major contributing factor for loss of teacher
commitment was shortage of teachers which caused the escalation of teachers‟ duties
to teaching activities. Teachers were obliged to administration duties which finally
impeded them from dealing with classroom instruction effectively.
The study concludes that teacher commitment to teaching is the most important
factor which influences students‟ academic performance in any education system. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Perceived influence |
|
| dc.subject |
Students performance |
|
| dc.subject |
Ward secondary schools |
|
| dc.subject |
Teaching commitment |
|
| dc.subject |
Public secondary schools |
|
| dc.subject |
Community secondary schools |
|
| dc.subject |
Government secondary schools |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Teacher commitment |
|
| dc.title |
The perceived influence of teacher commitment to teaching on students’ performance: a case of community secondary schools in Tanzania |
|
| dc.type |
Dissertation |
|