| dc.creator |
Christopher, Valentina |
|
| dc.date |
2019-09-03T07:28:10Z |
|
| dc.date |
2019-09-03T07:28:10Z |
|
| dc.date |
2012 |
|
| dc.date.accessioned |
2022-10-20T14:15:44Z |
|
| dc.date.available |
2022-10-20T14:15:44Z |
|
| dc.identifier |
Christopher, V. (2012). Professional beliefs of college leaders and its effects on the quality of grade IIIA teacher trainees: a case of Kilimanjaro region in Tanzania. Dodoma: The University of Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1469 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1469 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study assessed the influence of the professional beliefs of the college leaders on
the quality of the grade IIIA teacher trainees. It focused on how the college leader's beliefs manipulate the adequacy and efficiency of the teaching context, processes and
resources for quality teacher trainees' products. It was guided by Stuffle beam (2003)
CIPP model of evaluation; and employed descriptive research design, mainly on
qualitative approach. It was conducted in two grade IIIA teacher's colleges with a total
sample of 120 respondents. Questionnaires, interviews, observation and documentary
review were employed to collect data. It was found that college leader's professional
beliefs affect the quality of the teacher produced in different ways. There were leaders
whose beliefs influenced high quality teacher trainees while others beliefs led to poor
quality teacher trainees' products. This was due to the values posed by leaders on the
college teaching context, processes and resources. Based on these findings, college
leaders are advised to embrace their professional beliefs with the teaching values so as
to develop a sense of trust and be good models. It also recommends the Ministry of
Education and Vocational Training to be very careful while appointing educational
leaders and make a close follow up on their performance in posts they are serving.
Where necessary it is advised to provide instructions or withdraw the positions from
those who function below standards. In addition, it is suggested to conduct further
studies in more other teacher's colleges in Tanzania to test if there is consistency of the
findings for generalization. |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
College leaders |
|
| dc.subject |
Teachers colleges |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Professional beliefs |
|
| dc.subject |
Professional perceptions |
|
| dc.subject |
Grade IIIA |
|
| dc.subject |
Teacher trainees |
|
| dc.subject |
College administrators |
|
| dc.title |
Professional beliefs of college leaders and its effects on the quality of grade IIIA teacher trainees: a case of Kilimanjaro region in Tanzania |
|
| dc.type |
Dissertation |
|