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All Journal Action Research Journal Indonesia (ARJI) Journal of Education and Teacher Training Innovation (JETTI) Coution : Journal of Counseling and Education Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak
Mwila, Prospery M.
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The Contributions of In-Service Teacher Training Programmes on Teaching Effectiveness of Kiswahili Subject in Ilala Municipality, Tanzania Musiba, Adventina; Mwila, Prospery M.
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v2i2.143

Abstract

Kiswahili teachers in Tanzania lack structured and ongoing in-service training programs (INSET) to improve the effectiveness of their teaching.  The study explores the contributions of in-service teacher training programmes (INSET) on the teaching effectiveness of Kiswahili in public secondary schools in Ilala Municipality, Tanzania. Using a mixed-methods approach, the study examines the role of INSET in enhancing teachers’ pedagogical skills, its availability and provision, and the challenges affecting its implementation. A sample of 400 participants was engaged, including teachers, students, and school administrators. Data collection was carried out through a combination of structured questionnaires, interviews, and document analysis. For data analysis, quantitative data were processed using SPSS, while qualitative data were analyzed using thematic analysis. The findings reveal that INSET positively impacts teachers' instructional strategies, increasing their ability to utilise diverse teaching methodologies. However, limited government funding, inadequate institutional support, and low participation hinder the programme’s effectiveness. The study recommends structured professional development initiatives to strengthen Kiswahili teaching and learning outcomes. This research makes an important contribution in understanding the role of INSET (In-Service Training) on the effectiveness of Kiswahili teaching in Tanzania, particularly in Ilala Municipality. The recommendations from this research are expected to provide a feedback mechanism and continuous evaluation should be integrated into the INSET program to ensure its relevance and effectiveness.
Contribution of Sports and Games to Changing Students’ Social Behaviour: A Focus on Selected Public Secondary Schools in Temeke Municipality, Tanzania Masaba, Leah R.; Mwila, Prospery M.
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.153

Abstract

This study aimed to assess the contribution of sports and games in changing student behavior in a case of a selected public secondary school in Temeke Municipality. Specifically, the study aimed to investigate students’ preferred sports and games in relation to the behavioral change benefits of selected games, e.g., football, on teamwork enhancement among secondary school students and to determine the relationship between sports and games and academic activities. The study employed a mixed research approach and a sequential exploratory research design. Four hundred and twenty (420) participants, including sports and games teachers, students and schools heads, were sampled and exposed to question items on the interviews, documentary sources, questionnaires, and focus group discussions. The results reveal that sports activities play a significant role in fostering physical fitness and emotional well-being among children and adolescents. Engaging in sports activities elicits a range of favourable physiological adaptations, primarily enhancing the cardiovascular and muscular systems. In addition, engagement in sporting activities was found to be positively related to psychological factors related to mental well-being while also facilitating the active integration of children and adolescents into society and overall academic performance. Thus, sports teachers and educators must create environments in the playing fields that support ideal notions of ethics, moral reasoning, character and sportsmanship. In doing so, the sports teachers should have the intention of building character when they are engajing with students. This means that without intentions from students and sports teachers themselves, sports cannot build up character.
Teachers' Professional Code of Conduct and its Application on Teaching Professionalism: A Case Study of Kigoma Ujiji,Tanzania Shaibu , Shaibu K.; Mwila, Prospery M.
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.341

Abstract

This study addresses the gap between teachers’ awareness of professional codes of conduct and their actual application in the Kigoma Ujiji municipality, Tanzania, and examines the negative impact this has on teaching professionalism. Despite the existence of ethical guidelines, many teachers fail to adhere to them, leading to challenges such as sexual violence, low academic performance, and a disrupted educational environment. These issues not only compromise the quality of education but also affect the well-being of students. The study explores the role of teachers' professional codes of conduct in enhancing teaching professionalism in Kigoma Ujiji. A qualitative research approach with a descriptive analysis design was employed, involving the target population of 15 teachers from 5 schools, along with 1 District Education Officer (DEO), 5 Ward Education Officers (WEO), and 1 representative from the Teacher Services Commission (TSC). A combination of probability and non-probability sampling techniques was used, with simple random sampling for teachers and non-probability sampling for education officers. Data was collected through semi-structured interviews and questionnaires. The results show that while many teachers are aware of professional codes of conduct, there is a significant gap in their application, leading to unethical behavior such as inappropriate relationships with students. This has contributed to school dropouts, low academic performance, early pregnancies, and community conflicts. The study emphasizes the need for better enforcement of ethical standards, more comprehensive teacher training, and the implementation of stricter policies to protect students from exploitation. Recommendations include strengthening monitoring mechanisms and providing ongoing professional development to ensure teachers align their practices with established ethical guidelines, improving the overall educational environment
Effect of Class Size on Quality of Education in Public Secondary Schools in Temeke Municipality, Tanzania Kalonga, Rachel; Mwila, Prospery M.
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate the effect of class size on the quality of education in secondary schools in Temeke Municipality, Tanzania. Using a mixed-methods approach with a convergent design, data were collected from a diverse sample comprising 225 students, 48 teachers, one district education officer, and heads of schools. Participants were selected using purposive, stratified, and simple random sampling methods.The study employed both qualitative and quantitative approaches, utilizing questionnaires and a semi-structured interview schedule as data collection instruments. Findings revealed that class sizes in secondary schools within Temeke Municipality were notably large, presenting significant challenges for both teachers and students. Teachers expressed concerns about their ability to engage effectively with each student, provide personalized attention, and manage classroom activities in such settings. Specifically, the challenges identified included difficulties in offering individualized support, managing classroom activities, and delivering timely feedback on assignments and tests.The study concluded that efforts are needed to address these challenges posed by large class sizes in Temeke Municipality. Various strategies were proposed to mitigate the problem, including constructing additional classrooms, hiring more teachers, maintaining an optimal teacher-student ratio, ensuring the availability of adequate teaching materials, and providing training for managing large classes.
School Quality Assurance Feedback: Its Role in Promoting the Teaching Process in Public Secondary Schools in Temeke Municipality, Tanzania Theresa , Mutemi, D.; Mwila, Prospery M.
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.366

Abstract

This study was conducted in Temeke District, Dar es Salaam, Tanzania, to examine the role of school quality assurance feedback in improving the teaching process in public secondary schools. The research was driven by concerns regarding the effectiveness of school quality assurance visits conducted by School Quality Assurance Officers (SQAOs), as student learning outcomes in the district continue to underperform despite ongoing assessments. Guided by Scientific Management Theory and the Context, Input, Process, and Product (CIPP) Evaluation Model, the study employed a qualitative case study design. A purposive sample of twenty-seven (27) participants was selected, with data collected through in-depth, face-to-face interviews and documentary analysis. Thematic analysis was used to organize, interpret, and present the data through direct quotations and narrative descriptions. The findings revealed that school quality assurance assessment is a crucial component of the education system, with feedback reports playing a significant role in enhancing teaching practices. However, the study identified key operational challenges. These included an insufficient number of officers per school visit, inadequate time spent during visits, and delays in the preparation and dissemination of feedback reports due to heavy workloads. While schools generally implement feedback recommendations, district-level responses remain limited. The study recommends increasing the number of officers and extending the duration of school visits, promoting the adoption of School Self-Evaluation (SSE) systems, and enhancing staffing and operational efficiency within the School Quality Assurance Directorate. These measures are essential for strengthening the quality assurance framework and improving educational outcomes in Temeke District’s public secondary schools.
Status of Kiswahili Remedial Teaching Exercise in Public Secondary Schools in Temeke Municipality, Tanzania Lukas, Shukuru; Mwila, Prospery M.
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.367

Abstract

Remedial teaching strengthens students' basic academic skills, such as the ability to read, write, analyse, and interpret. It also assists students who struggle in certain subjects to catch up and master areas not mastered before, empowers students who lag, develops interpretation skills, and helps students with critical thinking skills. This study was guided by a mixed approach and a cross-sectional survey design to analyse the status of Kiswahili remedial teaching in Temeke Municipality public secondary schools. The sample size of this study was 131 participants selected from ten secondary schools, including 10 heads of schools, 20 Kiswahili teachers, 100 students, and 1 municipal education officer selected from the population through simple random and purposive sampling. Questionnaires and interviews were used to collect data from the participants. The results reveal that the Kiswahili remedial teaching intervention enables facilitators and students to correct learning problems, enhance coverage of the subject matters that were unable to be completed in the classroom teaching and learning process, prepare learners for their final examinations, and help slow-learning students and those falling behind in their learning at school and those at risk of dropping out of studies. Moreover, the study finds that teaching material, lack of motivation, and overcrowded classes hinder much progress in students’ performance. apart from ensuring the availability of learning resources, remedial teachers should fulfil the requirement of getting to know each of their students personally to delve into the depths of their souls and consider the external details of their life.
Examining Teacher Absenteeism and the Role of School Heads in Attendance Monitoring in Kinondoni Municipality Magreth, Sanga; Mwila, Prospery M.
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.492

Abstract

Teacher absenteeism is a critical issue affecting the quality of education in Tanzania, particularly in secondary schools. This study explores the nature, frequency, and underlying causes of teacher absenteeism in Kinondoni Municipality, with a focus on the role of school heads in monitoring and managing attendance. Using a mixed-methods approach, data were collected from 120 teachers, 20 school heads, and 10 education officers through structured questionnaires, interviews, and document analysis. The study employed a sequential explanatory design, wherein quantitative data were analyzed using SPSS to identify trends in absenteeism, while qualitative responses underwent thematic analysis to explore deeper insights into the reasons behind absenteeism.The findings reveal that absenteeism is widespread, with 60% of teachers reporting being absent at least twice a week. The main causes include health issues, family responsibilities, and excessive administrative duties. Inadequate leave policies and poor working conditions were also highlighted as contributing factors. The study further found that only 40% of schools had structured systems for tracking attendance, and many school heads expressed challenges in enforcing attendance policies due to limited support from education authorities. Based on these findings, the study recommends strengthening accountability measures through clearer and more flexible attendance policies, the implementation of digital attendance tracking systems, and enhanced leadership training for school heads. Additionally, improving teacher welfare by addressing workload, health, and professional development is crucial in reducing absenteeism. These measures are essential for fostering a more committed teaching workforce and improving educational outcomes in the region.
Factors Influencing the Development of English Language Listening and Reading Skills of Public Primary School Pupils: A Case Study of Temeke Municipality, Tanzania John, Rehema; Mwila, Prospery M.
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.173

Abstract

Because many of the courses taught and class assignments assigned need reading comprehension, successful students in school are those who acquire an interest in listening and reading. The purpose of the study was to determine factors influencing the development of English Lamguage Listening and Reading skills among public primary schools in Temeke Municipality in Kinondoni, Dar es Salaam, Tanzania. Two objectives were employed to guide the study, namely, to investigate the availability of teaching resources for reading and listening skills in English and to identify other factors affecting pupils’ attainment of listening and reading skills in English. The study employed a mixed-methods design and a convergent parralle design. Five hundred and fifty (550) participants, including head teachers, teachers and pupils, were sampled through probability and nonprobability sampling techniques. Interview guides, questionnaires and classroom observation guides were used as tools for data collection. The results revealed that the majority of teachers in public primary schools lacked adequate command of the methods, strategies, and stages for teaching reading skills. Other factors that influenced the teaching of reading skills in public primary schools and thus the acquisition of reading skills included an insufficient number of qualified teachers, overcrowding of pupils in one class, a lack of textbooks, supplementary books, and other reading materials, pupil truancy, regular curriculum changes without proper teacher training on the changes, and a failure of pupils to attend preprimary school education. As a result of these deficiencies, it was discovered that the capacity to teach reading skills in public primary schools varied from one school to the next as well as among teachers within the same schools. The study recommended that short courses on teaching methodology should be held in teachers' resource centers to train teachers on the methods, tactics, and procedures involved in teaching reading skills.
Importance & Impact Of Guidance & Counseling Programme In The School Curriculum: A study conducted in public secondary schools of Kinondoni Municipality in Tanzania Mwalukisa, Grace M.; Mwila, Prospery M.
Coution: Journal Counseling and Education Vol. 6 No. 1 (2025): Coution
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/coution.v6i1.3293

Abstract

This study aimed to contribute guidance and counselling approaches to character building among students in public secondary schools in Kinondoni Municipality, Tanzania. The study used a mixed research approach and a cross-sectional survey design. A sample size of 528, including secondary school teachers, students, heads of schools, and parents. From the findings, it is evident that 60% of the teachers employed dynamic interactions of a group of students’ approach, which aids in shaping and managing the behavior of students. Therefore, teachers tend to impose things on the students rather than making use of dialogue since they do not understand the environment created by students. The challenges recognized by the respondents were found to be the lack of separate counselling offices and necessary equipment, the absence of professionally trained guidance and counselling personnel, clear rules and guidelines and the lack of support from stakeholders. Last but not least, the study revealed that guidance and counselling are important to students and teachers; hence, they create a good relationship between students and teachers in school.
Maritime-Based Early Childhood Curriculum Development Model Nuryati, Nuryati; Mwila, Prospery M.
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 6 No. 1 (2025): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v6i1.3108

Abstract

This research is motivated by exploring the utilization of maritime potential in PAUD institutions in the coastal areas of Banten so that there are no future generations who have an interest in working in coastal areas in order to develop maritime potential. Study This aim develops design Early Childhood curriculum in the field relevant maritime​ with need public maritime on the Coast north of Old Banten. The method used in study This is a Dynamic model. Research and development with refers to the development model curriculum Dynamic Skilbeck. Research steps development This covering Analyze situation, Formulate Objectives, Program preparation, Interpretation and implementation, Monitoring, feedback, assessment and reconstruction. Data collection techniques include observation and interviews. Data analysis used is descriptive qualitative. Based on results research, design curriculum field maritime load four indicator namely ; (1) introducing identity​ nation Indonesia as nation maritime ; (2) building knowledge, awareness and understanding child to potential sea ; (3) develop learning programs based on projects ; and (4) building attitude proud and love homeland. While experience relevant learning​ with need public maritime that is learning based on project, child given experience direct in fish processing, and grass sea become material food in Indonesia, especially in the Banten region. This study provides significant contributions to the development of maritime-based curriculum for early childhood education by formulating five main indicators in the design of maritime curriculum.
Co-Authors John, Rehema Kalonga, Rachel Lukas, Shukuru Magreth, Sanga Masaba, Leah R. Musiba, Adventina Mwalukisa, Grace M. Nuryati Nuryati Shaibu , Shaibu K. Theresa , Mutemi, D.