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Walubita, Gabriel
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Education

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Teachers’ Self-Efficacy and the Use of Assistive Technologies in Inclusive Public Secondary Schools in Tanzania Sichela, Ambrose; Walubita, Gabriel
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): In Progress
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.134

Abstract

Inclusive education is one of the policy agendas that are given priority in most nations, including Tanzania. The effective use of assistive technologies is among the important aspects of inclusion practice in a classroom, providing students with diverse needs with an opportunity to access the curriculum content and learn. There is however evidence to suggest that use of assistive technologies in inclusive secondary schools is still minimal, especially in low-resource settings. This paper was based on the Social Cognitive Theory and the Technology Acceptance Model, in examining the relationship between teacher self-efficacy and the use of assistive technologies in inclusive public secondary schools in Tanzania. Quantitative research approach with correlational research design was employed. Validated questionnaires were used to collect data that measured the self-efficacy and the use of assistive technology among 180 teachers selected from 15 inclusive public secondary schools in four regions. Descriptive statistics demonstrated a moderate level of teacher self-efficacy and moderate level use of assistive technology, yet differences existed among the domains of self-efficacy. Furthermore, the findings showed that there was a statistically significant positive correlation between self-efficacy of teachers and the use of assistive technology (r=.50, p˂.001). The results indicated that there is a need to increase teachers’ confidence and support systems in regard to improving the effective implementation of inclusive education practices
Teaching and Learning Strategies in English as a Medium of Instruction Classrooms for the Deaf Students: A Case of Njombe Secondary School for the Deaf in Tanzania Kayombo, Peter; Walubita, Gabriel
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): In Progress
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.135

Abstract

The utilisation of English as a Medium of Instruction in the Deaf education presents a significant challenge in linguistic communication and pedagogy, especially in the situations when the main mode of communication is the sign language. This paper explores teaching strategies used by teachers and learning strategies employed by Deaf students in Tanzania secondary school classrooms where English is used as a medium of instruction. The study employed qualitative case-study design to generate in-depth information from teachers and students at Njombe secondary school for the deaf, it was grounded on Vygotsky’s Sociocultural Theory that emphasize social-interaction in learning. Purposive sampling was used to select 25 participants including 10 teachers and 15 Deaf students who formed three groups with assistance of Sign Language Interpreters. Thematic analysis was used to analyse data collected through interview, Focus group discussion and classroom observation. The results indicate that teachers and students have various adaptive strategies; code-switching between English, Kiswahili, and Tanzania Sign Language; visual-aids and gestures; collaborative learning; and utilising technology to address communication challenges in English Medium classrooms. The paper concludes that successful learning through English as Medium of Instruction in classrooms with Deaf learners attached on bilingual and multi-modal structured pedagogies instead of using English alone. Therefore, results highlight the necessity to make the sign language as official component in the English Medium of Instruction practice to provide equal opportunities to access, meaningful involvement and deeper learning. Finally, the paper suggests to adopt a clear policy of deaf education through bilingual education
School-Based Strategies Supporting Retention and Completion of Pupils with Autism in Inclusive Public Primary Schools in Tanzania Makarumbe, Sarah Mbavai; Walubita, Gabriel
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): In Progress
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.136

Abstract

The growing access of pupils with autism to public primary schools in Tanzania has raised the need to go beyond mere access to effective retention and completion. Although there are progressive policies on inclusive education, there is scarcely any empirical evidence on how inclusive public primary schools practically assist pupils with autism retention and completion. This study employed a qualitative approach, phenomenological design, and Ecological Systems Theory to explore school-based strategies supporting retention and completion of pupils with autism. Purposive sampling was used to select participants, which included eight teachers from an inclusive public primary school, two head teachers, six parents of pupils with autism, and six pupils with autism level one in selected inclusive public primary schools in Dar es Salaam. Semi-structured interviews with pupils with autism, parents, and head teachers, and focus groups with teachers were used to generate data that were analysed through inductive thematic analysis. This study revealed Individualised Education Plans, adaptive and differentiated teaching, predictable routines, collaborative leadership, and parental engagement as major strategies promoting retention and completion. Implementation was limited due to a lack of teacher training and overcrowded classrooms. The study recommends further research on the effectiveness of organized teacher training and experimental testing of inclusive intervention models on improving retention and completion of pupils in inclusive public primary schools.
Co-Authors Kayombo, Peter Makarumbe, Sarah Mbavai Sichela, Ambrose