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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Action Research Journal Indonesia (ARJI) Journal of Education and Teacher Training Innovation (JETTI)
Prospery M. Mwila
Saint. Augustine University of Tanzania
Education

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Examining Teacher Absenteeism and the Role of School Heads in Attendance Monitoring in Kinondoni Municipality Sanga Magreth; Prospery M. Mwila
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.
Transforming History Teaching with Tablets: Teacher Preparedness and Student Engagement in Bagamoyo District, Tanzania Adam Kiimbe; Prospery M. Mwila
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/r7kg6m48

Abstract

The integration of educational tablets in secondary school classrooms has emerged as a key strategy for transforming history teaching and learning in Tanzania. This study explored how tablets influence instructional techniques, teacher preparedness, and student engagement among history teachers in public secondary schools in Bagamoyo District. A mixed-methods approach employing a convergent parallel design was adopted, combining quantitative questionnaires and qualitative interviews with 30 teachers, including both history specialists and general academic staff. Findings indicate that tablets enhance lesson planning by providing access to multimedia resources, digital notes, interactive materials, and structured learning paths, allowing teachers to design more adaptive and student-centered lessons. Tablets also strengthen teacher preparedness by supporting historical research, collaborative lesson development, formative assessment, and classroom management, while fostering pedagogical innovation and confidence in content delivery. In addition, tablet-based tools such as digital exhibitions, interactive timelines, and multimedia presentations facilitate teachers’ engagement with history content, improving comprehension, critical thinking, and instructional effectiveness. Challenges identified include limited device availability, inconsistent internet connectivity, insufficient training, and unclear policy guidance, which constrain optimal tablet utilization. Addressing these barriers requires investment in infrastructure, professional development, policy frameworks, and localized, curriculum-aligned digital resources. By enabling interactive, participatory, and inquiry-driven learning, tablets contribute to transforming traditional history classrooms into dynamic environments that support 21st-century educational goals. The study highlights the potential of technology to enhance teacher competence, instructional quality, and student learning outcomes when integrated thoughtfully within pedagogical practices.
Co-Authors Adam Kiimbe Sanga Magreth