Perceptions on unqualified teachers in community based-secondary schools in Tanzania: the case of Mvomero district

Steven, Paul

dc.creator	Steven, Paul
dc.date	2019-08-30T11:45:25Z
dc.date	2019-08-30T11:45:25Z
dc.date	2014
dc.date.accessioned	2022-10-20T14:15:42Z
dc.date.available	2022-10-20T14:15:42Z
dc.identifier	Steven, P. (2014). Perceptions on unqualified teachers in community based-secondary schools in Tanzania: the case of Mvomero district. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/1332
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1332
dc.description	Dissertation (MA Education)
dc.description	The purpose of this study was to explore community perceptions on the use of unqualified teachers in community-based secondary schools. In order to practice these study objectives a case study design was used. The study employed the qualitative research approach had some elements of quantitative research approach. Data was collected through interviews; focus group discussion and semi-structured questionnaire. The study involved 45 participants. Among them 5 were Head of Schools, 20 Secondary School teachers and 20 were School Board Members. In order to meet the intention of the study, this sample was obtained through purposive sampling and stratified random sampling. Data analysis was done through by content analysis method, calculating frequency and percentage. Study findings revealed that Secondary School teachers and School Board Members were all aware of the presence of unqualified teachers in community-based secondary schools and they were perceived negatively. In addition, it was indicated by the study participants that unqualified teachers were employed to cover the shortage of science and mathematics teachers. Furthermore there are shortfall in using unqualified teachers as they lack lesson preparation skills such as preparing lesson plan, scheme of work and teacher’s ethics. The study recommends that, the government should focus on engaging unqualified teachers in pre-service and in-service development programme. One of the major recommendations from the participants is to have a special training programme for unqualified teachers in community-based secondary schools in order to address the shortage of teachers in rural community-based secondary schools. Other studies should be done to involve parents and students perceptions concerning unqualified teachers in community-based secondary schools.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Unqualified teachers
dc.subject	Community secondary schools
dc.subject	School board members
dc.subject	Secondary school teachers
dc.subject	Mathematics teachers
dc.subject	Science teachers
dc.subject	Myomero
dc.subject	Tanzania
dc.subject	Teachers' training
dc.title	Perceptions on unqualified teachers in community based-secondary schools in Tanzania: the case of Mvomero district
dc.type	Dissertation