PhD Thesis
This qualitative research study aimed at exploring or surveying teachers’ perceptions of
the implementation of instructional reforms for quality education in primary school in
Tanzania. It was conducted in Morogoro and Mvomero districts of Morogoro Region. The
study employed mixed research methods involving case study and multiple sources of
evidence (interviews, observations, documentation and opinion survey) to address three
research objective: firstly to examine teachers’ perceptions on quality education; secondly
to determine the relationship between teachers’ perceptions of quality education and
implementation of instructional reforms in primary schools and thirdly to determine the
influence professional development programmes on teachers’ adoption of instructional
reform. A multi-theoretical approach involving open system, education for self-reliance
and intensification and social cognitive was used in attempting to explain the:
“implications of education reforms in the implementation of quality education in Tanzania
especially the primary school teachers perceptions in Morogoro Region. The findings
firstly showed that the participating teachers’ responses were consistent across the four
wards namely; Kihonda, Mji Mpya, Turiani and Dorna. Nevertheless, the findings
discovered slight ambiguity in the manner teachers make sense of the instructional
reforms where they prominently seem to have favoured students’ affective over cognitive
aspect of active learning. Secondly, despite the fact that many classrooms were arranged
in groups, classroom observations revealed very little real active learning to have been
taking place. The observations also revealed that many examples of exemplary supportive
relationships between teachers and students existed but at certain stages incidences of
teachers’ inclination went back towards rote learning. Thirdly, teachers highly valued the
professional development programmes (PDP) which take place at the school and cluster
levels. The conclusions of the study suggested the need for those authorities managing the
education reforms to clarify' policies and practice in relation to active-learning. Teachersiii
appeared to have embraced its affective dimensions and many excellent and supportive
relationships were seen in the classrooms. Nevertheless, there seemed to be limited
understanding of active learning cognitive dimension as was revealed by its limited forms
and applications in classrooms; such as group work and pupils discussions. The study
therefore recommends a need for strengthening the understanding and practices of the
cognitive aspects of active learning.