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Muhammad Iqbal Al Ghozali
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Journal of Education and Teacher Training Innovation (JETTI)
Published by PT. Pusmedia Group Indonesia
ISSN : -     EISSN : 30253500     DOI : 10.61227
Core Subject : Education,
Education
The Education and Teacher Training Innovation Journal specifically publishes journal articles in the field of education which include: character building multicultural education nature based education Islamic education Innovative pedagogy Learning model Learning analytics Service learning Active learning Impact of the use of technology related to education Collaborative technology is applied to education or teaching Lifelong education Distance education and MOOC Online system in support of education Educational simulation and game Virtual and augmented reality systems Mobile learning Interface and interaction design for instructions Multimedia in education Digital learning objects Evaluation system Social media for learning Educational Method Innovation Educational Technology Innovation
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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Stakeholder Engagement in Formulation and Implementation of Development Plans in Secondary Schools in Temeke Municipality in Dar es Salaam, Tanzania. Mtenga, Ingia Madika; Onyango, Daniel Oduor; Mkulu, Demetria
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/exr71n51

Abstract

This study assessed the level of stakeholders’ participation in decision making during the formulation of School Development Plans (SDPs) in public secondary schools within Temeke Municipality, Tanzania. Guided by Participatory Governance Theory, the research adopted a mixed-methods approach combining quantitative data from questionnaires and qualitative data from interviews and document reviews. The findings revealed that stakeholder participation in SDP formulation remains limited and uneven across different groups. While local government education officers and community leaders were actively involved, other stakeholders such as teachers, parents, students, and NGOs were inconsistently engaged, often restricted to consultative or implementation roles. The study also found that although most students were aware of the SDP, their contributions were rarely integrated into final decisions. Similarly, school board members and Ward Education Officers were largely excluded from strategic discussions despite their governance and operational expertise. These findings highlight a predominantly top-down planning approach that undermines inclusivity, ownership, and accountability in school development planning. The study concludes that strengthening participatory mechanisms, enhancing communication channels, and institutionalizing inclusive planning structures are essential for fostering transparency, collective ownership, and sustainability of SDPs in public secondary schools.
Assessing Implementation of Teacher Code of Conduct in Enhancing Teachers’ Professionalism in Mkuranga District, Tanzania Mtomaye, Asina Bakari; Mugisha, Georgina; Ndomba, Raymond
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: 10.61227/1vyfx583

Abstract

This study investigated the implementation of the Teacher Code of Conduct in public primary schools in Mkuranga District, Tanzania, addressing the critical gap between policy and practice. Despite a robust national framework and high teacher awareness, professional misconduct persists due to weak enforcement mechanisms. Employing a sequential mixed-methods design, the study collected qualitative data through interviews and focus group discussions with educators and parents, which informed a subsequent quantitative survey of teachers. Findings revealed a strong theoretical commitment to professional ethics among teachers (87.5% agreement), but qualitative evidence exposed inconsistent application, often attributed to a lack of ongoing training, mentorship, and safe reporting channels. The study concludes that awareness alone is insufficient without structured reinforcement. Grounded in Social Learning Theory, it recommends institutionalizing mandatory refresher training, case-based mentorship, and integrating code adherence into performance appraisals to foster a culture where ethical standards are consistently modeled, reinforced, and internalized.
Teachers’ and Students’ Views on Multidisciplinary Curriculum Implementation in Secondary Education in Anambra and Enugu States Nkolika, Chukwuka Judith
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/xx6jhz89

Abstract

Secondary education in Nigeria faces increasing demands to equip students with critical thinking and problem-solving skills necessary for higher education and the workforce. Despite policy efforts to introduce multidisciplinary curricula, challenges persist in effectively implementing these approaches in schools, limiting their potential impact on students’ cognitive development. The study employed a quantitative descriptive survey design with inferential analysis to examine multidisciplinary curriculum implementation in secondary schools in Anambra and Enugu States. A multi-stage sampling technique was used to select 500 students and educators from public and private schools. Data were collected using a validated and reliable structured questionnaire measuring demographic variables, problem-solving skills, educators’ perceived challenges, and students’ perceptions of relevance to critical thinking. Questionnaires were administered directly, with ethical standards observed. Data were analyzed using SPSS, applying descriptive statistics, independent samples t-tests, and simple linear regression at the 0.05 level of significance. The results indicate that multidisciplinary education enhances students’ problem-solving skills in both states, with Anambra students recording higher mean scores in applying knowledge (3.15 vs. 3.03), creativity (3.47 vs. 3.37), decision-making (3.20 vs. 3.12), and real-world problem solving (3.10 vs. 2.99), while Enugu students reported greater confidence in handling complex tasks (2.82 vs. 1.84). Educators in Enugu perceived more serious implementation challenges, especially inadequate training (2.82 vs. 1.84) and curriculum overload (2.66 vs. 1.41), though both states shared similar concerns about assessment methods (3.31). Students generally viewed multidisciplinary education as relevant to critical thinking, with Anambra showing slightly higher engagement (3.47 vs. 3.41) and deeper thinking (3.42 vs. 3.33). Regression analysis revealed a moderate, significant impact on problem-solving skills (R = 0.469; R² = 0.220; p < .001), educators’ challenges significantly influenced implementation (t = –8.238; p < .001), while students’ perceptions were not significantly related to critical thinking (p = .289). The study concludes that multidisciplinary curricula hold substantial potential to enhance students’ cognitive skills, but effective implementation requires targeted teacher training, curriculum adjustments, and improved resource provision. These findings offer guidance for policymakers, school administrators, and curriculum planners aiming to strengthen secondary education outcomes.  

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