Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal International Journal of Qualitative Research Journal of Multidisciplinary Research and Development
Nemes, Joyce
Unknown Affiliation
Humanities Economics, Econometrics & Finance Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Navigating Adversity: Assessing Teacher Resilience to Challenging Secondary School Environments in Morogoro, Tanzania Costantine, Edgar; Mwinjuma, Juma Saidi; Nemes, Joyce
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.999

Abstract

The study explored teachers’ resilience in challenging environments in Morogoro Municipality using a mixed-methods approach. It combined quantitative data from a resilience scale with qualitative insights from interviews with nine teachers. Findings indicated that many teachers reported low resilience, correlating with issues like high turnover and job dissatisfaction. Teachers expressed a lack of confidence and competence, influenced by socio-economic factors and difficult work conditions. Thematic analysis revealed varied individual experiences of resilience, highlighting the need for supportive school cultures and targeted strategies to enhance teachers' coping abilities. The study advocates for tailored professional development programs addressing teachers’ specific needs, particularly those with low resilience. Recommendations include fostering positive school environments, promoting social support, and improving time management and coping strategies. By focusing on these areas, educational institutions can build a more resilient teaching workforce, benefiting both educators and students. The findings contribute to the broader discourse on teacher resilience, suggesting that systematic support can improve educational outcomes and retention in Morogoro Municipality and beyond.
Traditional Initiation Rites: Constraints on Students' Educational Attainment in Coast Region Tanzania Benson, Audrey; Nemes, Joyce; Nguru, Festo
International Journal of Qualitative Research Vol. 4 No. 3 (2025): March
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijqr.v4i3.1710

Abstract

Traditional initiation rites remain integral to cultural identity and coming-of-age practices in many African societies, significantly influencing educational outcomes. While existing literature predominantly emphasizes the negative impacts of these practices on education, limited research explores their comprehensive effects on female students' educational attainment, particularly in the coastal region of Tanzania. This study aimed to investigate how traditional initiation rites influence students' educational attainment in the Chalinze District, Coast Region, in the United Republic of Tanzania. Guided by Vygotsky's Sociocultural Theory, the study employed a qualitative approach, collecting data through interviews, focus group discussions, and documentary reviews involving educational officers, teachers, parents, and students. The findings revealed a complex interplay between traditional practices and education, where initiation rites caused significant academic disruptions and behavioral transformations. Notably, key findings indicated that, in addition to post-initiation autonomy, ceremonial gift-giving practices and teachings from traditional instructors frequently resulted in educational challenges, including dropouts, early marriages, and teenage pregnancies. The study concludes that, while traditional rites hold cultural significance, their current implementation patterns considerably constrain educational attainment. This research contributes to understanding the cultural-educational nexus in Tanzania and recommends reforming initiation practices to align with educational goals, implementing cultural education programs, and establishing collaborative frameworks between traditional authorities and educational institutions to harmonize cultural practices with academic achievement.
Teachers’ Perceptions on Effective Resilience Strategies to Challenging Teaching Space in Tanzania: A Study of Selected Secondary Schools in Morogoro Municipality Costantine, Edgar; Mwinjuma, Juma Saidi; Nemes, Joyce
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1234

Abstract

This study investigates the perceptions of teachers regarding effective resilience strategies in challenging educational environments within secondary schools in Morogoro Municipality, Tanzania. Grounded in Pelidores’ Resilience Theory and Conservation Resource Theory, the research highlights the importance of social interactions and resource management in fostering teacher resilience. Utilizing a mixed-methods approach, data were collected from 236 participants, including 234 teachers and 2 key informants, through simple random and purposive sampling techniques. Findings reveal a complex landscape of perceptions, with many teachers expressing skepticism about the effectiveness of various resilience strategies, particularly in creating positive school cultures and fostering supportive relationships. While some strategies, such as positive verbal reinforcement and interactive learning, received favorable evaluations, a majority of respondents rated these approaches as inadequately implemented. This suggests a significant gap between recognizing the value of resilience strategies and their practical applicability. The study underscores the need for targeted interventions, including professional development programs, mentorship networks, and policies that prioritize teacher well-being and resource allocation. By addressing these challenges and fostering a supportive educational environment, the resilience of teachers can be significantly enhanced, ultimately leading to improved educational outcomes for students.
Qualitative Exploration of Effective Policing Approaches to Raise Awareness of Gender- Based Violence Among Pupils in Chamwino District, Tanzania Nemes, Joyce; Rwabishugi , Leticia
International Journal of Qualitative Research Vol. 5 No. 1 (2025): July
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijqr.v5i1.2027

Abstract

Teaching young children about Gender-Based Violence (GBV) requires effective, theory-based strategies to create conducive learning environments. This article examines the methods used by the Police Gender and Children's Desk (PGCD) to create awareness of GBV among pupils during school visits in Chamwino District, Dodoma, Tanzania, using Albert Bandura's social learning theory as a framework. In this qualitative analysis, four key themes emerge: interactive and participatory methods, question-and-answer sessions, multi-modal environmental messaging, and memory-enhancing strategies. Findings indicate that these methods facilitate observational learning, capture children's attention through songs (e.g., the “Don't Touch Me” song), enhance retention via repetition, and motivate children through rewards. Moreover, police officers serve as role models as they use their authority to foster message adoption and self-efficacy among pupils. Additionally, strategically placed slogans reinforce protective behaviors, illustrating Bandura's principle of reciprocal determinism. This article underscores the role of the PGCD in employing theory-based strategies for GBV education, and advocates for formalized training, standardized materials, collaboration with schools, and digital strategies to improve learning environments. Recommendations include formalization of social learning in PGCD training, creation of standardized educational materials, and provision of a theoretically grounded framework for enhancing education on GBV prevention across various contexts.
Collaborative Autoethnography Qualitative Study on Essential Tips for Successful Graduate Dissertation Writing: Insights from Academicians in Higher Education Nemes, Joyce; Nuñez, Jayrome
International Journal of Qualitative Research Vol. 5 No. 2 (2025): November
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijqr.v5i2.2203

Abstract

The graduate dissertation is a crucial milestone in academic studies, serving as a definitive demonstration of a student's research maturity. However, recent research reveals that many graduate students face significant challenges during the writing process. Drawing from the personal experiences of two supervisors from Tanzania and the Philippines, each with years of experience in higher education, this study provides essential, experience-driven tips to help post-graduate students navigate this complex endeavor. The study synthesizes systematic observations of recurring challenges, misconceptions, and struggles that students encounter across diverse academic disciplines. It offers practical guidance on key aspects, including familiarization with institutional guidelines, strategic topic selection, effective proposal writing, coherent data presentation, analysis, discussion of findings, and proper citation and referencing. By following the tips outlined in this study, post-graduate students can enhance their chances of producing high-quality work that meets institutional standards and showcases their academic abilities, ultimately improving their success during the dissertation writing process. This research addresses a critical gap in existing literature and suggests that future studies should explore the applicability of these strategies in various institutional contexts.
Co-Authors Benson, Audrey Costantine, Edgar Mwinjuma, Juma Saidi Nguru, Festo Nuñez, Jayrome Rwabishugi , Leticia