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All Journal Edukasiana: Jurnal Inovasi Pendidikan Journal of Education For Sustainable Innovation
Matete, Rose Ephraim
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring interactive strategies for addressing reading difficulties in english subject among standard six pupils in Tanzania: Insights from public schools in Kongwa District Ngonyani, Ebby; Matete, Rose Ephraim; Kashaigili, Johaiven Joel
Journal of Education For Sustainable Innovation Vol. 3 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v3i1.1045

Abstract

This study investigates effective strategies for addressing reading difficulties among standard six pupils in English. It was informed by interpretivism philosophy with qualitative research methodology. Interview were used in data collection, that was then analyzed thematically.  Findings reveal the significance of employing both interactive and direct instructional methods. Interactive strategies, such as group reading and collaborative discussions, facilitate peer modeling and enhance comprehension through shared learning experiences. Direct strategies, particularly questioning techniques, promote critical thinking and active engagement with texts. Additionally, the study highlights the importance of creating supportive learning environments that incorporate motivational practices, diverse reading materials, and technology. Regular assessments and tailored feedback are essential for identifying specific challenges and adapting teaching methods. The results indicate that a multifaceted approach, combining various instructional strategies and fostering a motivational atmosphere, significantly improves reading comprehension and develops a positive attitude towards reading among struggling students. Ultimately, the research underscores the need for educators to implement comprehensive, inclusive strategies to enhance literacy outcomes in the classroom.
Transformational Leadership Style in Primary Schools: Enhancing Teacher Engagement and Pupils’ Academic Performance in Lindi Region, Tanzania Kayombo, Vicent Boniface; Matete, Rose Ephraim; Suru, Majiyd H
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i4.1233

Abstract

This study investigates the implementation of transformational leadership in primary schools within the Lindi Region of Tanzania, emphasizing on teacher’s engagement on enhancing Pupils academic performance. Grounded in pragmatism, the research employs a mixed-methods approach, integrating qualitative and quantitative data gathered through questionnaires and interviews, to provide a comprehensive understanding of leadership practices in educational settings. A total of 360 participants, including 356 primary school teachers and 4 key informants, were involved in the study, representing a diverse range of perspectives on leadership effectiveness. Findings revealed a noteworthy perception among educators regarding the role of head teachers in fostering a collaborative and motivating environment. A significant 75% of respondents acknowledge that transformational leadership principles, such as inspiring and empowering teachers, are effectively integrated into school management practices. However, despite these positive perceptions, a critical gap is identified in the practical implementation of teachers’ engagement and parental involvement, with only 37.36% of respondents strongly agreeing on the effectiveness of these efforts. Data analysis indicates that head teachers frequently engage in school activities and focus on motivating teachers, crucial for cultivating a culture of respect and collaboration. The findings further highlight the necessity of enhancing capacity building among school leaders to translate transformational leadership style ideals into practices. The study underscores the significance of ongoing professional development and the establishment of comprehensive frameworks that facilitate stakeholder engagement in school governance. Overall, the findings illustrate the transformative potential of effective leadership practices in primary schools in Lindi region and Tanzania as whole.
Co-Authors Kashaigili, Johaiven Joel Kayombo, Vicent Boniface Ngonyani, Ebby Suru, Majiyd H