THE OPEN UNIVERSITY OF TANZANIArepository.out.ac.tz/1202/1/CHRISTOPHER_-_DISSERTATION-15... · Web viewFor example, in a duration of five years that is from 2010 to 2015, classrooms

FACTORS HINDERING SCHOOL EFFECTIVENESS IN TANZANIA: A

CASE OF NACHINGWEA PRIMARY SCHOOLS

ALFRED CHRISTOPHER NDALI

A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTERS OF EDUCATION,

ADMINISTRATION, PLANNING AND POLICY STUDIES OF THE OPEN

UNIVERSITY OF TANZANIA

ii

2015CERTIFICATION

The undersigned certifies that he has read and hereby recommends for acceptance by

The Open University of Tanzania dissertation titled: “Factors Hinder School

Effectiveness in Tanzania: A Case of Nachingwea District Primary Schools” in

partial fulfillment for the award of master of education, administration, planning and

policy studies (MED APPS).

………………………………………

Dr. Zacharia Reginard Rwejuna

(Supervisor)

………………………………………

Date

iii

COPYRIGHT

No part of this dissertation may be reproduced stored in any retrieval system, or

transmitted in any form by any means, electronic, mechanical, photocopying,

recording or otherwise without prior written permission of the author or The Open

University of Tanzania on that behalf.

iv

DECLARATION

I, Alfred Christopher Ndali, do hereby declare that this dissertation is my own

original work and has not been submitted to any other University and will not be

submitted to any other Higher Learning Institution for an award of a Degree.

………………………………………

Signature

………………………………………

Date

v

DEDICATION

I dedicate this work to the Almighty God, the source of all wisdom and knowledge, i

dedicate also to my mother, Maria Alfred Ndali, my lovely brother Mr. James Alfred

Ndali, my young sister Catherine alfred Ndali and Benadetha Alfred Ndali who live

in Tabora, my young brother John and James Alfred Ndali without forgetting my

supervisor Dr. Zacharia Reginard Rwejuna, who assisted me fully in completing my

studies.

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ACKNOWLEDGEMENTS

I would like to take this opportunity to extend my sincere gratitude to my almighty

God and Lord Jesus Christ for his guidance and protection throughout my studies for

Master Degree.

My sincere gratitude, are also extended to my supervisor Dr. Zacharia Reginard

Rwejuna for his constructive advice throughout the dissertation process and all staff

from Lindi Regional Centre who encouraged me throughout my Master studies, their

contributions to my knowledge are immeasurable and very valuable to my career

development.

Lastly, but not least is my immeasurable thanks to my family of

Mrs. and late Mr. Alfred James Ndali, who have been supporting and encouraging

me throughout my studies.

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ABSTRACT

The study focused on factors that hinder school effectiveness of the primary

school pupils in Nachingwea District in Tanzania. The study was guided by three

objectives which were to: determine the school based factors that affect education

effectiveness in primary schools in Nachingwea District, establish parents’ based

factors that hinder education effectiveness in primary schools in Nachingwea and

establish student personal factors that affect education effectiveness in primary

schools in Nachingwea district. The study was guided by a mixed method design,

where the collected data through questionnaires and interviews were intergraded

to produce stronger inferences to inform the audience on the factors that hinder

school effectiveness in Nachingwea primary schools. The sample was therefore

large comprising of various categories, the teachers and school heads totaling to

130 respondents. The study realized the following as factors contributing to

education ineffectiveness in primary schools in Nachingwea District; delay to

commence studies after school holidays, inadequate learning resources, lack of

motivation for teachers, Unyago cultural practice, absenteeism by both teachers

and pupils, pupils’ lateness, lack of support from parents, low teachers’

commitment level, low and randomly checking of both lesson plans and scheme

of works by head teachers. The study made some recommendations to reduce the

obstacles that hinder the school effectiveness in Nachingwea District.

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TABLE OF CONTENTS

CERTIFICATION........................................................................................................ii

COPYRIGHT.............................................................................................................iii

DECLARATION.......................................................................................................iv

DEDICATION.............................................................................................................v

ACKNOWLEDGEMENTS......................................................................................vi

ABSTRACT...............................................................................................................vii

LIST OF TABLES....................................................................................................xii

FIGURE....................................................................................................................xiv

LIST OF ACRONYMS/ABREVIATION...............................................................xv

CHAPTER ONE.........................................................................................................1

1.0 BACKGROUND AND PROBLEM SETTING............................................1

1.1 Introduction.......................................................................................................1

1.2 Statement of the Problem..................................................................................3

1.3 Research Questions...........................................................................................5

1.4 Objective of the Study.......................................................................................5

1.5 Analytical Framework.......................................................................................5

1.6 Conceptual Framework.....................................................................................6

1.7 Scope of the Study............................................................................................7

1.8 Significance of the Study..................................................................................8

1.9 Limitation of the Study.....................................................................................8

CHAPTER TWO........................................................................................................9

2.0 LITERATURE REVIEW...............................................................................9

2.1 Introduction.......................................................................................................9

ix

2.2 Perceptions on School Effectiveness................................................................9

2.3 Factors Determining School Effectiveness.....................................................11

2.3.1 Teaching and Learning Resources..................................................................11

2.3.2 School Climate................................................................................................12

2.3.3 Poor Administration.......................................................................................13

2.3.4 Teaching and Learning Situation....................................................................15

2.3.5 Parents’ Consultation with Teachers...............................................................16

2.4 Research Gap..................................................................................................16

CHAPTER THREE..................................................................................................17

3.0 RESEARCH METHODOLOGY................................................................17

3.1 Introduction.....................................................................................................17

3.2 Study Area and Population and Sampling Sites.............................................17

3.3 Sample Size and Sampling Technique............................................................18

3.4 Research Paradigms........................................................................................19

3.5 Data Collection Methods................................................................................20

3.5.1 Questionnaire..................................................................................................20

3.5.2 Interviews........................................................................................................21

3.6 Ethical Consideration......................................................................................21

3.7 Truthworthiness..............................................................................................22

CHAPTER FOUR.....................................................................................................23

4.0 DATA PRESENTATION AND ANALYSIS..............................................23

4.1 Introduction.....................................................................................................23

4.2 Factors Hindering Effective Primary Education in Nachingwea District

(Quantitative)..................................................................................................25

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CHAPTER FIVE......................................................................................................44

5.0 ANALYSIS AND DISCUSSION OF THE FINDINGS.............................44

5.1 Introduction.....................................................................................................44

5.2 Factors Hindering Education Effectiveness in Nachingwea District..............44

5.2.1 Commencement of Learning After Schools’ Holiday....................................44

5.2.2 Adequacy of Learning and Teaching Materials..............................................45

5.2.3 Frequency of Staff Meeting............................................................................46

5.2.4 Checking of Scheme of Work by Head Teachers...........................................47

5.2.5 Frequency of Checking Lesson Plan...............................................................48

5.2.6 Observation of Classes by Head Teachers......................................................49

5.2.7 Teachers’ Commitment Level.........................................................................49

5.2.8 Teachers’ Aabsenteeism.................................................................................50

5.2.9 Teachers’ Motivation......................................................................................51

5.2.10 Teachers’ Work Load......................................................................................51

5.2.11 Pupils Frequency of Absenteeism...................................................................52

5.2.12 Pupils’ Lateness and Education Effectiveness................................................53

5.2.13 Parents’ Consultation with Teachers...............................................................53

5.2.14 Parents’ Response in the Provision of Learning Materials.............................54

CHAPTER SIX.........................................................................................................56

6.0 SUMMARY, CONCLUSION AND RECCOMENDATIONS..................56

6.1 Summary of the Study.....................................................................................56

6.2 Summary of the Findings................................................................................56

6.3 Implications of the Findings...........................................................................57

6.4 Conclusion......................................................................................................58

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6.5 Recommendations...........................................................................................58

6.6 Recommendations to the Government............................................................58

6.7 Recommendation to the District Nachingwea Council...................................60

REFERENCES..........................................................................................................62

APPENDICES............................................................................................................69

xii

LIST OF TABLES

Table 3.1: Sample Size...........................................................................................18

Table 4.1: Sex of Respondents...............................................................................23

Table 4.2: Educational Level of Respondents........................................................24

Table 4.3: Occupation of Respondents...................................................................24

Table 4.4: Working Experience..............................................................................25

Table 4.5: Commencement of Learning After Schools’ Holidays.........................26

Table 4.6: Time to Start Lesson After Schools’ Holidays......................................26

Table 4.7: Inadequacy of Learning and Teaching Materials in Primary Schools...27

Table 4.8: Teaching and Learning Materials Adequacy in That Particular School28

Table 4.9: Whether Frequency of Staff Meeting Hinder Education Effectiveness 28

Table 4.10: How frequently are Staff Meetings Held in Schools?...........................29

Table 4.11: The Frequency of Checking Scheme of Work by Head Teacher..........20

Table 4.12: The Frequency of Head Teachers to Check Scheme of Work...............31

Table 4.13: Whether Frequency of Checking Lesson Plan Affects Education’s

Effectiveness..........................................................................................31

Table 4.14: Rate of Checking Lesson Plans by Head Teachers...............................32

Table 4.15: Whether Head Teachers Observe How Teachers Teach......................33

Table 4.16: The Number of Times the Head Teacher Observed Classes in Last

One Month.............................................................................................34

Table 4.17: Whether Teachers’ Commitment Level Can Affect Education

Effectiveness .........................................................................................34

Table 4.18: Whether Teachers' Absenteeism Hinder Education Effectiveness .........35

Table 4.19: How Respondents Rate Teachers' Absenteeism in Their School ...........36

xiii

Table 4.20: Motivation of teachers by the Government ............................................36

Table 4.21: Perception on Teachers' Work Load .......................................................37

Table 4.22: Teachers’ Lessons per Week ..................................................................38

Table 4.23: Pupils' Frequency of Absenteeism ..........................................................38

Table 4.24: Rating of Pupils' Absenteeism By Respondents .....................................39

Table 4.25: Whether Pupils' Lateness Hinder Education Effectiveness.....................40

Table 4.26: Rating of Pupils Lateness by Respondents..............................................40

Table 4.27: Parents’ Consultation with Teachers.......................................................41

Table 4.28: Number of Parents That Meet Teachers for Consultation in Last Three

Months...................................................................................................42

Table 4.29: Parents Response in the Provision of Learning Materials.......................42

Table 4.30: Rating of Parents’ Response in the Provision of Learning Materials......43

Table 4.31: The Impact of ‘Unyago’ On Education Effectiveness.............................43

xiv

FIGURE

Figure 1.1: Conceptual Framework for Analyzing Education Effectiveness

Adopted from Mbugua et al (2012)...........................................................7

xv

LIST OF ACRONYMS/ABREVIATION

NETP National Education and Training Policy

OUT Open University of Tanzania

CHAPTER ONE

1.0 BACKGROUND AND PROBLEM SETTING

1.1 Introduction

Education is a development process that often includes a particular understanding of

the nature of knowledge. This understanding is given expression in a particular social

or ideological context with its particular policy and implementation agendas. It is an

expression of how human learning and development occurs and how they can be

encouraged. Education is seen as a developmental process of change for the better in

the interest of the society that designs it and the individual that receives it Krashen

(1985).

Education can be informal or formal. Different societies may have different views

about what formal education is, which in turn determines how curriculum is seen or

viewed by different societies. For example, those who see curriculum mainly in

terms of content see education primarily as a process of transmitting that content.

Those who see it as mainly concerned with a product see education primarily as

instrumental towards the achievement of that product. And those who see curriculum

primarily in terms of a process see education primarily as developmental. In this

study education is viewed as carrying elements from all these three perspectives

Krashen (1985).

In this sense education builds on, or strengthens what learners already know and

“prepares young people to become better members of their society” (Nyerere, 1968).

2

It is meant to make learners knowledgeable about issues, enable them to understand

the world and be more efficient members of their society, caring for humanity and

life in general. Education is not merely a preparation for maturity, but a life-long

process. It is a continuous growth of the mind and a continuous illumination of life.

Schools thus equip learners with instruments of mental growth that they are expected

to use throughout their lives.

The National Education and Training Policy (NETP, 1995), stipulates that there is a

need for functional education for the promotion of a progressive and united

Tanzania. To this end, school programmes need to be relevant, practical and

comprehensive; while interest and ability should determine individual direction in

education. If the school system is able to determine individual’s direction in

education, then we can say that the school is effective.

Scheerens (1992) categorized school effectiveness into four; one is having high

achievement among all student groups; secondly, having high student and staff

attendance; thirdly, having high staff and students’ satisfaction, and fourthly, having

high public confidence in schools. In order to have high achievement among all

student groups and high public confidence in schools, there must be an acceptable

method of measuring the achievement of students which in turn would promote

public confidence in the school.

The search for a measure of students’ achievement has led to the adoption of

examination among other measures. Examination, therefore, is the series of questions

3

asked in order to determine whether or not the students have mastered what they are

supposed to know or acquire. Although, students’ performance in examinations may

not be the true reflection of their ability, however, it is the closest indicator of the

extent of the students’ achievement in a given skill, Scheerens (1992).

Examinations are intended to monitor, evaluate and reinforce the realization of set

aims and objectives of education and curricula. They are also used to monitor the

proper implementation of the curricula and to measure students’ progress and

achievement for certification and selection for further education, training and

employment (NETP,1995),

From the above introduction we can learn that for the school to be effective there

must be high students’ achievements, high students and teacher attendance, students

exposed to long hours doing academic activities, high spirit of working and teachers’

commitments, public have confidence in the school outputs and general students’

innovativeness and creativity. However, as noted in Nachingwea schools students

complete primary school having difficulties with reading and writing implying that

the schools are not effective. So one would ask what are the factors that hinder

school effectiveness in primary schools in Nachingwea District?

1.2 Statement of the Problem

In recent years, the Government of Tanzania has increased its allocations to primary

education. Donor funding for education is also on the increase, though difficult to

quantify since a significant portion of it still takes place outside the main budget

4

Brock-Utne (1988). Among policy circles many share the view that basic education

is finally getting the priority attention it deserves. However, the state of primary

education in Tanzania continues to be in a state of crisis. National data, qualitative

studies and community surveys generally continue to show that progress has been

slow and there are high levels of dissatisfaction.

Nachingwea district is not an exceptional as far as increased spending for primary

education is concerned. The increased government spending for primary education in

Nachingwea is reflected by significant increased number of social and physical

infrastructures. For example, in a duration of five years that is from 2010 to 2015,

classrooms increased from 510 to 603, desks from 650 to 8,710, students-teachers

ratio from 1:40 to 1:32, teachers, houses from 300 to 639 but despite such increase in

infrastructures students performance has remained poor, for example in 2010, 2011,

2012, and 2013 pass rate in standard seven exams were 27.2%, 59.6%, 28.6%, and

58.4% respectively.

Such a mismatch between increased resources spending and the state of education

signals something wrong! It is not known whether this poor academic achievement in

primary schools in Nachingwea primary schools as indicator of school effectiveness

is caused by which factors among these; student based factors, the school based

factors or the parent based factors.

Hence, the study is set to investigate the factors that hinder the school effectiveness

in Nachingwea primary schools as a way to attain the education for all (EFA) and

also realize the millennium development goals (MDGs).

5

1.3 Research Questions

What are the school-based factors that affect education effectiveness in primary

schools Nachingwea District?

What are parents-based factors that affect education effectiveness in primary

schools in Nachingwea District?

What are students-based factors that affect education effectiveness in primary

schools in Nachingwea district?

1.4 Objective of the Study

The general objective of this study was to find out the factors that hinder education

effectiveness in Nachingwea District. The specific objectives of the study were to;

Determine the school based factors that affect education effectiveness in primary

schools in Nachingwea District.

Establish parents’ based factors that hinder education effectiveness in primary

schools in Nachingwea.

Establish student personal factors that affect education effectiveness in Primary

school in Nachingwea.

1.5 Analytical Framework

There are a number of different analytical frameworks through which to view the

effects of different determinants of education effectiveness. Descriptive survey

design done by Reche, Bundi, Riungu and Mbugua (2012), has made the distinction

between variables considered to be school-based factors, teacher-based factors,

pupils-based factors and community based factors.

6

Variables that were termed as school-based factors include; commencement of

learning, adequacy of learning resources, frequency of staff meetings in a term,

frequency of checking teachers’ schemes of work, frequency of checking teachers'

lessons plans, adequacy of teachers’ prior preparation and observation of classes by

head teachers. For variables that were considered as teacher-based factors comprised

of teacher commitment level, frequency of absenteeism among teachers, teachers’

motivation, teacher turn-over rate and teachers’ workload.

Mbugua et al., (2012) singled three factors that were considered as pupils-based

factors namely; pupils’ frequency of absenteeism, pupils’ lateness and pupils’

language use. Factors that were classified as community based factors included;

parents’ consultation with teachers, parental response to provision of learning

materials, parents’ willingness to participate in school development and assistance

pupils get at home.

For this study, I borrowed heavily from the distinctions made by Mbugua et al.,

(2012) on school-based factors, teacher-based factors, pupils-based factors and

community based factors. Even though the data do not contain all information that

explain education effectiveness but I still feel confident that a lot can be learned

about the determinants of education effectiveness in Nachingwea context.

1.6 Conceptual Framework

The conceptual framework for this study is based on the belief that education

effectiveness in primary schools in Nachingwea district is explained by school-based

7

factors, teacher-based factors, pupils-based factors and community based factors.

Students’ performance are considered as dependent variables while school-based

factors, teacher-based factors, pupils-based factors and community based factors are

considered as independent variables. The magnitude of effect posed by independent

variables on dependent variable depends on government policy (s)

Independent Variable Intervening Variable Dependent Variable

Figure 1.1: Conceptual Framework for Analyzing Education Effectiveness

Adopted from Mbugua et al (2012)

1.7 Scope of the Study

The study principally focused on school-based factors and teachers-based factors. To

a lesser extent the study also observed pupils-based factors and community based

factors that explain education effectiveness in primary schools in Nachingwea

District like pupils’ frequency of absenteeism, pupils’ lateness, parents’ consultation

School effectiveness High public

satisfaction Academic

achievement Students’

Performance Student innovations

and creativity High parental

participation

Government Policy

School-based factors

Teacher-based factors

Pupils-based factors

Community-based factors

8

with teachers, parental response to provision of learning materials and parents’

willingness to participate in school development.

The school-based factors considered in this study included; commencement of

learning, adequacy of learning resources, frequency of staff meetings in a term,

frequency of checking teachers’ schemes of work, frequency of checking teachers'

lessons plans and observation of classes by head teachers. Whereas, teachers’ based

factors included; teacher commitment level, frequency of absenteeism among

teachers, teachers’ motivation and teachers’ workload.

1.8 Significance of the Study

The study is useful in the following areas;-

It identifies factors that are likely to hinder education effectiveness in primary


It shows how policies should be formulated to improve education effectiveness in

primary schools.

It supplement to the existing body of knowledge as source of references for

studying factors that hinder education effectiveness in primary schools.

1.9 Limitation of the Study

Small sample size caused by financial barriers but also poor response from 21

respondents who failed to respond to questionnaires.

Interpretations of the findings appear to be problematic in some cases because

sometimes it is observed that logical or theoretical hypotheses are rejected by the

majority of respondents.

9

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

The chapter presents both theoretical and empirical literature review. Theoretical

literature review provides an overview of perceptions of education effectiveness

worldwide. On the other hand, empirical literature review presents some of the main

propositions and their arguments in order to give a brief synopsis about the

determinants of education effectiveness. Historically, there have been remarkable

debates over the determinants of education effectiveness. To some, social and

economic factors, rather than specific education interventions, were the primary

driving forces behind the historical improvement in education effectiveness in some

countries. Others regard health factors as chief elements in determining education

effectiveness. Yet, some of the current perspectives have incorporated

multidisciplinary approaches and applied a number of factors like parents’ based

factors, students’ based factors, school based factors and teachers’ based factors to

explain the causes of education effectiveness.

2.2 Perceptions on School Effectiveness

Scheerens (2000) pointed out four factors to be associated with school effectiveness

namely; school leadership, acquisition of basic skills to teachers, a secure

environment to learners to learn and high student’s expectations. Cheng (1996)

10

commented that effective schools are those which include things like enough number

of text books, well organized classroom, professional training of teachers, teaching

strategies and learning arrangements. Effective school are regarded as school which

facilitating high academic achievement to learners by using the following issues;

proper utilization of school resources, making good environment for learning and

teaching, and working to realize the school mission and vision are achieved.

Lezotte (2010) as cited by Nyagosha (2011) noted the following as the most

important characteristics of effective school; strong instructional leadership, clear

and focused mission, safe and orderly schools, climate of high expectations for

success, frequent monitoring of students’ progress, positive home-school relations,

and opportunity to learn.

The concept of schools effectiveness as it has been exemplified by several factors

above has no single definition. In Tanzania context, for example, parents would

judge an effective school as that school which facilitates students to pass their

examination in the primary level, the standard seven examinations. This criterion

applies mostly to the public primary schools.

Parents would evaluate a good school also if they find that students’ output from that

school is good in terms of royalty, respect and hard working. In a strict sense,

primary school effectiveness in Tanzania is evaluated to be doing well based on the

number of students who pass to join secondary school. A criterion which seems to

be less technical than what the meaning of a good school should be because they are

11

likely to cause education stakeholders to ignore other construct of school

effectiveness in our schools.

2.3 Factors Determining School Effectiveness

2.3.1 Teaching and Learning Resources

The adequacy and use of teaching and learning materials affects the effectiveness of

a teacher’s lesson. Teaching and learning resources enhances understanding of

abstract ideas and improves performance. Lack of enough teaching and learning

materials makes learning of subjects very abstract to the pupils and could in turn lead

to education ineffectiveness. Schneider (2003) found out that school facilities have a

direct effect on teaching and learning. Text books enable the pupils to follow the

teacher’s sequence of presentation and aids in understanding of lessons (Ubogu,

2004).

Schreens and Booker (1997) as cited by Palarady (2008), Down.com (2010) argued

that most of primary school in Pakistan becomes ineffectiveness because of the

following factor; shortages of basic resources such as buildings, furniture, drinking

water, latrines, instructional materials, and well qualified teachers. Loockheed and

Levin (2012) commented that schools in developing countries become ineffective

because they face with the problem of lack of basic resources such as; qualified

teachers, facilities and text books. According to Saleem, Nazeem, Ibrahim, Hussain,

and Azeem (2012) argue that Pakistan were challenged by material constraints which

hinders primary school effectiveness, the material constraints said were: well-

constructed and well finished school buildings, classroom resources and well-

designed curriculum. Apart from material resources there are also non- material

12

resources which were said to hinder school effectiveness are: lack of vision and

goals, poor learning environment and lack of professional leadership.

Kingdon (2008) argued that in India most obvious hindering public schools

effectiveness were very visible and they included lack of resources, lack of

infrastructure, lack of facilities, lack of books, and teaching materials.

Chonjo (1994) and Zuze (2008) commented that resource such as books and desks

were delayed to be supplied in most primary schools in the country due to financial

problem which cannot support to buy and supply resources needed by most of

schools where schools are located.

2.3.2 School Climate

Dronkers and Robbert (2003) conducted a study and come up with the findings that

cause the school ineffectiveness, the identified factors were; negative demographic

characters of students and parents towards the school, school composition is not

proper or not well organized, teaching and learning condition is poor, and the

behavioral and altitudinal characteristics of students and parents over the school is

poor.

Stoll and Myer (1998) argued that school ineffectiveness may be influenced by

various issues which were happening in the classroom situation such as; school time

table were not consistence to the academic time usage, Teachers – Pupil’s interaction

about work are not high, high noise levels, lots of non-work related movements and

lots of negative feedback from teachers.

13

In Tanzania school climate is a big problem where by classrooms are having bad

flows, wall having a lot of cracks, there is no notice board where to fix timetable and

various announcements concerning students. Schools are located where other

economic activities such as, car garages, and bars which produce noises which

disturb students in the classroom and makes some students to concentrates with what

is going on outside.

2.3.3 Poor Administration

The quality of both school and government administration plays a vital role in

academic performance as it is concerned with pupils, teachers, rules, regulations and

policies that govern the school system. Therefore, poor administration can in turn

lead to less effective school system.

Stoll (1995) as cited by Saleem et al., (2012) did a study in Pakistani about the

school effectiveness and noticed that there were issues which caused the school

ineffectiveness and these are; unfocused leadership, and dysfunctional staff

relationship. Bakkum and Sammons (2011) argue that bad relationship between

school heads and teaching staff and bad cohesion and concession with the school

team.

Papaku (2007) did a study and come up with the key findings of the study identified

a range of factors that hinder the school effectiveness, these include: poor

administration, poor infrastructures, lack of initial training and lack of support for

on-going professional training, unfavorable conditions of service, poor quality of

14

teachers', poor school facilities like desks, lack of appropriate and adequate financial

resources.

Liu (2006) further more did the study of primary school effectiveness in China the

study’s findings revealed that some schools are not effectiveness because of the

following factors; non-shared academic leadership, lack of school facilities,

cohesiveness, and top-down effects to enhance teaching.

In the study by Chadiel (2007) who analyzed the implementation of the management

change in the primary schools in Tanzania revealed that the improvements that were

sought by the plan were not so effective as changes suggested were from top down;

and were not surprisingly to hear from Parliament discussions that primary schools in

Tanzania do not have enough desks and learners attend lesson while sitting on the

floor. This experience correlates with the China’s experiences as presented by Liu

that in some schools they fail to meet the standards for effective schools.

Derrick (2014) did the study in primary school to assess as to why the school fails to

become effective. In his study Derrick discovered there are various issues happening

in the school which leads to school ineffectiveness as follows; poor attendance of

both teachers and students to school, students are not motivated to go to school to

learn, budget cuts limits school effectiveness and poor students respects to their

teachers specifically in the classroom.

In Tanzania context, it is common to see that the students in primary schools

particularly located in rural areas where energy and water supply were in critical

condition pupils are assigned to fetch water and collect fire wood instead of learning

15

thus losing a lot of lessons which might in turn lead to failure in covering the

syllabus.

In the day-to-day schools administration, heads of schools face myriad administrative

problems which bring about school ineffectiveness. These includes, lack of qualified

and dedicated teachers, insufficient funding to maintain schools and paying teachers’

salaries, and interference by parents, lack of accommodation for teachers,

indiscipline on the part of teachers and pupils and uncooperative attitudes of other

school staff about work Luyten, Visscher, and Witziers (2004).

2.3.4 Teaching and Learning Situation

Warwick and Reimers (1995) Schreens (2004) Dronkers and Robbert (2003) argue

that in most cases primary schools become less effectiveness hence lower down

quality of education system in their respective country the following issues stated by

these scholars being influencing the problem to occur; social background of the

students and families, shortages of school buildings to supports teaching and

learning activities, teachers to students ratio were significantly worse and shortages

of teachers who teaches languages and mathematics.

In the past, in Tanzania, it was directed by the employment letters to the primary

school teachers that they are posted to teach every subject in primary school. Since

some teachers were generally trained in the teacher’s training colleges to teach in the

primary school, it was assumed that every teacher who was trained in teacher

training colleges was capable of teaching any subject in primary school. However,

this was not the case, after the Ministry of Education did an evaluation. So, they

16

redirected that the teachers’ college should consider the subjects that a teacher is

expected to teach after graduation. In essence, the students who were exposed to the

teachers who lacked competence in the subjects they were assigned experienced

learning difficulties and the reflection is low achievement rate in some of the primary

schools, Nachingwea inclusive.

2.3.5 Parents’ Consultation with Teachers

Good performance is realized when parents work in consultation with the teachers in

order to understand their children better. Ubogu (2004) indicated that parents’

interaction with teachers enables them to know what their children are encountering

in school and what could be done to deal with the problems. It would also put pupils

on alert and study in school as they would know that their parents would inquire

about their performance. Parents may not be able to provide much guidance and help

their children’s performance improve when they are ignorant of what happens in

school.

2.4 Research Gap

Many researches have been done at national and international levels to point out

factors that hinder education effectiveness in primary schools. I reserve much praise

for past researchers because they gave us a light on factors that determine education

effectiveness but I also wish acknowledge and express the truth that every place

might have specific causal problems which in turn demand specific solutions to

address the them for that reason I decided to do this study because there is no past

17

researches that have been done in Nachingwea to find out the factors that hinder

education effectiveness in Nachingwea primary schools.

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents how various methodological issues related to study have been

approached, to all intents and purposes this chapter covers; study area, sampling

sites, sample size and sampling method, research paradigms, other methodological

elements covered include data collection methods and analysis and ethical

consideration.

3.2 Study Area and Population and Sampling Sites

Past researches justify the presence of correlation between effective education and

the environmental characteristics of a particular area. In regard to that, sampling sites

included in this study were selected based on a number of criteria such as; social

economic activities, traditional practices, location and level of urbanization. The

reason to choose sampling sites from places that have diversity of environmental

characteristics is to get a more representative sample that really reflects the

differences that exist between places and within societies of Nachingwea District.

The population of this study involved the primary school teachers, parents and pupils

in primary schools as well as education officers working in Nachingwea district. The

primary schools included in the sample are: primary school Nambambo, Mianzini,

18

Majimaji, Nguvumoja, Nampemba and Namatula. Nambambo and Mianzini primary

schools are in Nachingwea urban therefore they are almost equal in respect of life

style and social organization. On the other hand, Nampemba and Namatula primary

schools have similar social economic characteristics in the sense that they are all

rural, predominantly agricultural, with almost subsistence levels of production.

Lastly, Majimaji and Nguvumoja primary schools are found in sub urbanized

villages yet the natives here practice Jando and Unyago which has been singled to

have negative correlation with education as justified by Mbugua et al., (2012).

Therefore, the sample schools included in this study not only provide a more

representative sample but also remove biasness in the results obtained. Technically,

sites selected increased the triangulation thus results were expected to be of more

informed than one or few sites could have been selected by the researcher (Merrium,

1988).

3.3 Sample Size and Sampling Technique

Since this study used mixed methods design, a design that combines quantitative and

qualitative tradition in single study (Tashakkori and Teddlie, 2009) its sample needs

to be of parallel sampling methods. That means, the study used quantitative

respondents and the sample for the qualitative design. The quantitative covered 130

respondents where qualitative used 08 informants. Hence the total sample was 138.

The characteristic of the sample is presented in the following table below:

Table 3.1: Sample Size

S n Sample type Quantitative Qualitative Total

19

1 Primary school teachers 70 02 722 Parents 30 02 323 Pupils 28 02 304 Education officers 02 02 04

Total 130 08 138Source: Field Data, 2015

The quantitative used the random sampling technique where the respondent were

selected from the district of Nachingwea as they would offer reliable information on

the factors that affect the school effectiveness and the qualitative used the purposeful

sampling technique where the respondents were included with purpose and not

accidental; hoping to inform the study on the factors that hinder school effectiveness

as they are living and other are working in the school environment.

3.4 Research Paradigms

Interpretivitism and positivism are two research paradigms that exist in research

related to education (Creswell, 2005 and Gatsha, 2010, Rwejuna, 2013).

Interpretivists emphasize on using a small sample with thick data collection the aim

being to grasp the experience, behavior and opinion of individuals in natural setting.

On the other hand, positivists emphasize wider sample to establish theories delivered

from statistical hypothesis (Creswell, 2005 and Gatsha, 2010). Though both

paradigms fit in some cases but they have some short falls. For example,

interpretivist approach lacks definite data analysis, researchers’ bias may influence

the results and lastly it is time consuming for the interviewee and for the researcher

to organize information obtained through this method.

20

Similarly, positivists approach has its weakness such as the extent to which tools

used to collect data can be controlled by the researcher. The existence of such

weakness in both methods entails the need to combine both approaches so as to

balance the weakness that each method exhibits (Creswell, 2003). Therefore, this

study used a mixed methods design because it has a power to provide stronger

inferences in a study yet it provides opportunity to build a greater assortment of

divergent views on the factors affecting primary school effectiveness in Nachingwea

district.

3.5 Data Collection Methods

3.5.1 Questionnaire

The questionnaire is the method used to collect data under the mixed methods design

(Tshakkori and Teddlie, 2009). The method is quick and can be scored by anyone

who knows how to read and write. Silverman (1997) holds that the questionnaire can

be used by the respondents to give opinion on the effectiveness of the programme or

project. Since this study intended to get opinion on the factors that hinder the

education effectiveness in Nachingwea primary schools, this method was an

appropriate one as the respondents could give their opinions on what they consider to

be the factors that hinder the primary school effectiveness in Nachingwea district.

3.5.1.1 Construction of Questionnaire

The questionnaire comprised of 30 questions items. The questionnaire items targeted

to capture the objectives of the study. So the items elicited responses on how the

school based factors, the student based factors, the school administration and the

21

parent related factors hindered the school effectiveness in Nachingwea district. The

questionnaire is attached as an appendix 1.

3.5.1.2 Analysis of Questionnaire

The analysis of questionnaire was guided by the statistical tool known as SPSS

Version 17. This started by coding data into the software by using the processed

questionnaire forms. The coded data were then transformed into the computer

analysis to produce tables which guided the discussion together with data from the

qualitative mode.

3.5.2 Interviews

Since the design sought was of the mixed methods design, the interview was also

used to complement the quantitative data. Interview is the method also recommended

to collect data under the mixed method (Cresswell, 2009; Teddlie and Tashakkori,

2009). The interview used in this study was an open ended question which gives

open question or theme for the interviewees to respond orally.

The interview question is attached as an appendix 2. The interview was rational in

this study because it could be used by the current researcher to collect the

experiences of the education stakeholders on what they feel are the factors that

hinder the school effectiveness in Nachingwea primary schools in a more depth than

it could be done by the un revolving questionnaire tool, Huberman (1996).

22

3.6 Ethical Consideration

Respondents were assured of the confidentiality of the information they provided and

that the information was for academic purposes only. Respondents were free to

withdraw from the study at any time. Administrative unit like Nachingwea District

Council through District Executive Director was consulted to ask for permission and

corporation to undertake this study in their area of jurisdiction particularly in primary

schools. The permission letter from the Open University of Tanzania (OUT) to

conduct the research was shown to the district authority in Nachingwea to grant

permission to access the schools sampled.

3.7 Truthworthiness

Bogdan and Bicklen (1998) consider that for the results of the research to be believed

and relied by the audience it has to maintain a certain level of truth. It is indeed

difficult to obtain truth as it is difficult to establish one and it is difficult to measure

it. However, some measures may help to establish the level of truth the audience can

believe in the findings of the research. In this study therefore the truthworthiness was

established by following stages. First, triangulation of respondents, the current

researcher used more than one respondents selected from school of Majimaji,

Mianzini, Nguvumoja, Namatula to inform the study. This helped the researcher to

establish what is correct about the school effectiveness across respondents. Second,

was the triangulation of the sites. The sites used were more than one and they

involved Nampenda, Namatula , Nguvumoja, and Nambambo schools. Third, was

the triangulation of methods, where the researcher used interviews and questionnaire

23

to establish and cross check the correctness of information across the methods on the

issues related to factors hindering school effectiveness in Nachingwea district.

CHAPTER FOUR

4.0 DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This chapter essentially presents data that were collected using research tools and

later analyzed using descriptive statistics. The aim is to display respondents’

perceptions on various postulated determinants of effective education in primary


Demographic information of respondents who was involved in the study.

Table 4.1: Sex of Respondents

Category of respondents

Sex

Me Ke TotalPupils 10 14 24Teachers 32 30 72Parents 15 15 30Educational officers

02 02 04

Total 59 61 130Source: Field Data, 2015

24

Respondents of questionnaire about factors hindering school effectiveness in

Tanzania case of Nachingwea primary schools basing on teachers factor, pupils

factor. parent factor were as follows: Teachers was 70 where by Me was 32 and Ke

was 30, pupils was 24 where Me was10 and Ke was 14, parents was 30 where Me

was 15 and Ke was 15 and education officer was 04 where Me was 02 and Ke was

02

Table 4.2: Educational Level of Respondents

Category of respondents

Level of education

Class iii-vii

Std vii cert

Form

four cert

Teaching Cert

Diploma cert

Bachelor

Masters and

above

Pupils 24Teachers 65 04 01Parents 20 04 05 03Educational officers

01 03

Source: Field Data, 2015

Respondents who was involved in the study 24 were standard three to seven, 65

teacher holding teaching certificate 04 diploma certificate and 01 bachelor, Parents

20 were standard seven leaver 02 holder of form four certificate 05 holder of other

certificate and 03 bachelor holder, Education officer 01 were the holder of bachelor

and 03 were holding masters

Table 4.3: Occupation of Respondents

25

Occupation TotalTeachers 72

Farmers 28

Doctor 02

Educational officers 04

Total 106

Source: Field Data 2015

Respondents originates from various field of occupation where by 72 were teachers,

28 farmer, 02 doctors, and 04 education officer

Table 4.4: Working Experience

Working experience Total1-5 years 406-10years 1011-15 years 1516- 20years 0921-Above 06


Respondents working experience 40 Respondents working experience were 1-5

years, 10 Respondents working experience were 6-10 years,15 Respondents working

experience were 11-15 years ,09respondents working experience were 16-20 and 06

respondents working experience were 20 and above.

4.2 Factors Hindering Effective Primary Education in Nachingwea District

(Quantitative)

Q1. Commencement of learning after school’s holidays: Results from

questionnaire in (Table 4.5) show that 53.9 percent of the respondents agreed that

26

commencement of learning after schools’ holidays can hinder education

effectiveness, whereas, 35.4 percent of the respondents disagreed with the statement

and only 10.8 percent were undecided.

Q.2. The time when lessons start after schools’ holidays: Results of the

questionnaire in (Table 4.6) show that the majority 71.4 percent of schools’ and

class’ teachers start lessons in the first and second day after schools’ holidays while

21.4 percent and 7.1 percent start lesson after 3-5 days and 6+ days respectively.

Table 4.5: Commencement of Learning After Schools’ Holidays

Frequency Percent

Valid Percent Cumulative Percent

Valid Strongly agree 50 38.5 38.5 38.5Agree 20 15.4 15.4 53.8Undecided 14 10.8 10.8 64.6Disagree 26 20.0 20.0 84.6Strongly disagree 20 15.4 15.4 100.0

Total 130 100.0 100.0Source: Field Data 2015

At the bottom of the first column of this table before the word ‘total’ there is an item

labeled ‘Missing’ with value label ‘999’, this represents respondents who belong to

the categories of non-teaching education officers and parents who were not supposed

to answer this question because realistically they do not teach students in normal

classes, in totality they were 60(42.2%) as indicated in the frequency’s column of the

same row.

27

Table 4.6: Time to Start Lesson After Schools’ Holidays

Frequency Percent Valid Percent Cumulative PercentValid 1-2 days 50 38.5 71.4 71.4

3-5 days 15 11.5 21.4 92.9

6+ days 5 3.8 7.1 100.0

Total 70 53.8 100.0Missing 999 60 46.2Total 130 100.0Source: Field Data 2015

Q.3. Inadequacy of learning and teaching materials in primary schools: The

results in Table 4.7 indicate that the majority of the respondents 66.1 percent agreed

with the statement that adequacy of teaching and learning materials in primary

schools can hinder education effectiveness while 7.7 percent and 26.1 percent were

undecided and disagreed respectively

Table 4.7: Inadequacy of Learning and Teaching Materials In Primary Schools

Frequency PercentValid

Percent Cumulative PercentValid Strongly agree 61 46.9 46.9 46.9

Agree 25 19.2 19.2 66.2

Undecided 10 7.7 7.7 73.8

Disagree 5 3.8 3.8 77.7

Strongly disagree 29 22.3 22.3 100.0

Total 130 100.0 100.0


28

Q4. Whether learning and teachings materials are adequate in that particular

school: Results in table 4.8, indicate that the majority 78.6 percent of the respondents

perceived that there were no enough teaching and learning materials in respective

primary schools. In contrary, 7.1 percent said that there were enough learning and

teaching materials while 14.3 percent were undecided. At the bottom of the first

column of this table before the word ‘total’ there is an item labeled ‘Missing’ with

value label ‘999’, this represents respondents who belong to the categories of non-

teaching education officers and parents who were not supposed to answer this

question because realistically they have a vague knowledge on the availability of

teaching and learning materials in respective schools, in totality they were 60(42.2%)

as indicated in the frequency’s column of the same row.

Table 4.8: Teaching and Learning Materials Adequacy in That Particular School

Frequency Percent Valid Percent Cumulative PercentValid Yes 5 3.8 7.1 7.1

No 55 42.3 78.6 85.7

Undecided 10 7.7 14.3 100.0

Total 70 53.8 100.0Missing 999

60 46.2

Total 130 100.0Source: Field Data 2015

Q5. Whether frequency of staff meeting hinder education effectiveness: Table

4.9 indicates that 22.1 percent of the respondents agreed with the statement that

29

frequency of staff meeting can hinder education effectiveness contrary to the

majority 53.9 percent who disagreed and 23.1 percent were undecided.

Table 4.9: Whether Frequency of Staff Meeting Hinder Education Effectiveness

Frequency Percent Valid Percent Cumulative PercentValid Strongly agree 20 15.4 15.4 15.4

Agree 10 7.7 7.7 23.1Undecided 30 23.1 23.1 46.2Disagree 40 30.8 30.8 76.9Strongly disagree 30 23.1 23.1 100.0


Q6. Frequency of staff meeting in respective schools: Table 4.10 indicates that the

minority of teaching staff 4.3 percent and 10 percent held staff meeting in their

schools daily and once a month respectively contrary to the majority 57.1 percent

who held staff meeting once a week. On the other hand, 14.3 percent held staff

meeting twice a week and 14.3 percent of the respondents said that there is no

specific schedule in their schools for staff meeting. At the bottom of the first column

of this table before the word ‘total’ there is an item labeled ‘Missing’ with value

label ‘999’, this represents respondents who belong to the categories of non-teaching

education officers and parents who were not supposed to answer this question

because they are not involved direct in staff meeting, in totality they were 60(42.2%)


30

Table 4.10: How Frequently are Staff Meetings Held in Schools?

Frequency Percent Valid Percent Cumulative PercentValid Daily 3 2.3 4.3 4.3

Twice a week 10 7.7 14.3 18.6Once a week 40 30.8 57.1 75.7Once a month 7 5.4 10.0 85.7No specific time 10 7.7 14.3 100.0


Q7. Whether frequency of checking scheme of work by head teachers affects

education: Table 4.11 indicates that the majority 61.6 percent of the respondents

agreed that frequency of checking scheme of work by head teachers has an impact on

education effectiveness in primary schools in contrary 30.8 percent negated the

statement while 7.7 percent were undecided.

31

Table 4.11: The Frequency of Checking Scheme of Work by Head Teacher

Frequency Percent Valid Percent Cumulative PercentValid Strongly

agree 40 30.8 30.8 30.8

Agree 40 30.8 30.8 61.5

Undecided 10 7.7 7.7 69.2

Disagree 20 15.4 15.4 84.6


Total 130 100.0 100.0


Q8. The rate of checking scheme of work by head teachers: Table 4.12 shows that

the majority 48.6 percent and 30 percent of class teachers, their scheme of work are

checked by head teachers 1-2 per term and once a moth respectively. Contrary to

that, 10 percent of respondents said that their head teachers do not check their

scheme of work while 11.4 percent of respondents have no specific time of checking

scheme of work. At the bottom of the first column of this table before the word

‘total’ there is an item labeled ‘Missing’ with value label ‘999’, this represents

respondents who belong to the categories of non-teaching education officers and

parents who were not supposed to answer this question because they are not obliged

to prepare scheme of work as they do not belong to teaching staff, in totality they

were 60(42.2%) as indicated in the frequency’s column of the same row.

32

Table 4.12: The Frequency of Head Teachers to Check Scheme of WorkFrequency Percent Valid Percent Cumulative Percent

Valid Does not check 7 5.4 10.0 10.0

Once a month 21 16.2 30.0 40.01-2 per term 34 26.2 48.6 88.6No specific time 8 6.2 11.4 100.0


Q9. Whether frequency of checking lesson plan by head teachers improve

education effectiveness

The results in table 4.13, indicates that the majority of the respondents 65.4 percent

agreed that checking of lesson plan done by head teachers can improve education

effectiveness whereas 30.8 percent disagreed with the statement and 3.8 percent were

undecided.

Table 4.13: Whether Frequency of Checking Lesson Plan Affects Education’s

Effectiveness


Agree 35 26.9 26.9 65.4Undecided 5 3.8 3.8 69.2Disagree 20 15.4 15.4 84.6Strongly Disagree 20 15.4 15.4 100.0


33

Q10. Rate of checking lesson plan by head teachers: Table 4.14 shows that the

majority 42.9%, 28.6% and 15.7% of the respondents their lesson plan are checked

by head teachers once a month, weekly and once a term as compared to 7.1% whose

lesson plan are not checked while the minority 5.7 % said that their head teachers

check lesson plans randomly. At the bottom of the first column of this table before

the word ‘total’ there is an item labeled ‘Missing’ with value label ‘999’, this

represents respondents who belong to the categories of non-teaching education

officers and parents who were not supposed to answer this question because they are

not obliged to prepare lesson plan as they do not belong to teaching staff, in totality

they were 60(42.2%) as indicated in the frequency’s column of the same row.

Table 4.14: Rate of Checking Lesson Plans by Head Teachers

Frequency Percent Valid Percent Cumulative PercentValid Does not check 5 3.8 7.1 7.1

Once a month 30 23.1 42.9 50.0Once a term 11 8.5 15.7 65.7No specific time 4 3.1 5.7 71.4

Weekly 20 15.4 28.6 100.0Total 70 53.8 100.0

Missing 999 60 46.2Total 130 100.0Source: Field Data 2015

Q11. Whether teachers are observed by their head teachers when are teaching:

Table 4.15, indicates that respondents who agree with the statement that observation

of classes by head teachers when teachers are teaching improves education

effectiveness are about equally the same with those who disagree with the statement

34

as those who agree stands at 46.1 percent compared to 46.2 percent who do not

agree, the rest 7.7 percent were undecided.

Table 4.15: Whether Head Teachers Observe How Teachers Teach


PercentCumulative

PercentValid Strongly agree 29 22.3 22.3 22.3

Agree 31 23.8 23.8 46.2

Undecided 10 7.7 7.7 53.8

Disagree 26 20.0 20.0 73.8



Q12. How many times head teacher observed how teachers teach in the last one

month: Table 4.16 shows that the majority of respondents 43.7 percent said that no

head teachers observed classes in the last one month as compared to 42.3 percent and

14.1 percent said that head teachers observed classes once a month and 2-4 times a

month respectively. At the bottom of the first column of this table before the word

‘total’ there is an item labeled ‘Missing’ with value label ‘999’, this represents

respondents who belong to the categories of non-teaching education officers and

parents who were not supposed to answer this question because they are not obliged

to teach in normal classes, in totality they were 60(42.2%) as indicated in the

frequency’s column of the same row.

35

Table 4.16: The Number of Times the Head Teacher Observed Classes in Last One

Month

Frequency Percent Valid Percent Cumulative PercentValid Once 30 23.1 42.3 42.3

2-4 in one month 10 7.7 14.1 56.3

Not at all 31 23.8 43.7 100.0Total 71 54.6 100.0

Missing 999 59 45.4


Q13. Whether teachers’ commitment level can affect education effectiveness:

Table 4.17 indicates that the majority of respondents 55.3 percent agreed with the

statement that teachers’ commitment level can affect education effectiveness. In

contrary, 33.1 percent refused while 11.5 percent were undecided.

Table 4.17: Whether Teachers’ Commitment Level Can Affect Education

Effectiveness




36

Q14. Whether teachers’ absenteeism can hinder education effectiveness: The

results in Table 4.18 indicate that the majority 50.0 percent agreed that teachers’

absenteeism can hinder education effectiveness contrary to 34.6 percent who negated

the statement and 15.4 percent were undecided.

Table 4.18: Whether Teachers' Absenteeism Hinder Education Effectiveness


PercentCumulative


Agree 30 23.1 23.1 50.0

Undecided 20 15.4 15.4 65.4

Disagree 15 11.5 11.5 76.9


Total 130 100.0 100.0


Q15. Rating of teachers’ absenteeism in respective school: Table 4.19 indicates

that the majority of respondents 63.3 percent rated teachers’ absenteeism as being

low while 21.4 percent and 14.3 percent rated it moderate and high respectively. At

the bottom of the first column of this table before the word ‘total’ there is an item



to answer this question because they may not be aware with how often teachers miss

37

classes, in totality they were 60(42.2%) as indicated in the frequency’s column of the

same row.

Table 4.19: How Respondents Rate Teachers' Absenteeism in Their School

Frequency Percent Valid Percent Cumulative PercentValid Low 45 34.6 64.3 64.3

Moderate 15 11.5 21.4 85.7High 10 7.7 14.3 100.0Total 70 53.8 100.0


Q16. Whether motivation of teachers by the Government affect education

effectiveness: Table 4.20 indicates that 54.6 percent of the respondents agreed that

motivation of teachers by the Government can improve or hinder education

effectiveness. In contrary, 36.2 percent disagreed while 9.2 percent were undecided.

Table 4.20: Motivation of teachers by the GovernmentFrequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 30 23.1 23.1 23.1Agree 41 31.5 31.5 54.6

Undecided 12 9.2 9.2 63.8

Disagree 30 23.1 23.1 86.9



38

Q17. Whether teachers’ work load affects education effectiveness: Table 4.21

indicates that 39.2 percent agreed with the statement that teachers’ work load can

affect education effectiveness in primary schools. In contrary, the majority 53.1

percent negated the statement while 7.7 percent were undecided.

Table 4.21: Perception on Teachers' Work Load


PercentCumulative


Agree 20 15.4 15.4 39.2

Undecided 10 7.7 7.7 46.9

Disagree 39 30.0 30.0 76.9



Q18. Teachers’ lessons per week: Table 4.22, indicates that the majority of teachers

41.4 percent have 26-30 lessons per week while the minority of them 2.9 percent and

4.3 percent have 40+ and 1-15 lessons per week respectively. In addition, 22.9

percent have 21-25 lessons per week while teachers having 16-20 lessons and 31-40

lessons all together tally up to 14.3 percent. At the bottom of the first column of this

table before the word ‘total’ there is an item labeled ‘Missing’ with value label ‘999’,

this represents respondents who belong to the categories of non-teaching education

officers and parents who were not supposed to answer this question because they do

39

not attend classes to teach students, in totality they were 60(42.2%) as indicated in

the frequency’s column of the same row.

Table 4.22: Teachers’ Lessons per Week

Frequency Percent Valid PercentCumulative

PercentValid 1-15 3 2.3 4.3 4.3

16-20 10 7.7 14.3 18.621-25 16 12.3 22.9 41.426-30 29 22.3 41.4 82.931-40 10 7.7 14.3 97.140+ 2 1.5 2.9 100.0Total 70 53.8 100.0

Missing 999 60 46.2


Q19. Pupils’ absenteeism rate: Results in Table 4.23, indicate that 54.7 percent of

the respondents agreed that pupils’ rate of absenteeism hinder education

effectiveness in contrary to that 30 percent of the respondents disagreed while 15.4

percent were undecided.

40

Table 4.23: Pupils' Frequency of Absenteeism





Q20. Rating of pupils’ frequency of absenteeism: Table 4.24, indicates that

majority of teachers 42.9 percent regarded schools to have lower rate of students’

absenteeism while the number of teachers who rated students’ absenteeism as

moderate and low were equally the same in numbers summing up to 28.6 percent. At

the bottom of the first column of this table before the word ‘total’ there is an item



to answer this question because they may not have correct information on each

school students’ absenteeism rate, in totality they were 60(42.2%) as indicated in the

frequency’s column of the same row.

41

Table 4.24: Rating of Pupils' Absenteeism By Respondents

Frequency Percent

Valid Percent Cumulative Percent

Valid Low 30 23.1 42.9 42.9Moderate 20 15.4 28.6 71.4High 20 15.4 28.6 100.0Total 70 53.8 100.0

Missing 999 60 46.2


Q21. Whether pupils’ lateness determine education effectiveness: Results in table

4.25 show that the majority of respondents 50 percent disagreed with the statement

that pupils’ lateness can hinder education effectiveness while 38.5 percent agreed

and 11.5 percent were undecided.

Table 4.25: Whether Pupils' Lateness Hinder Education Effectiveness




Q22. Rating of pupils lateness by respondents

42

Table 4.26 indicates that the majority of the respondents 23.1 percent rated pupils’

lateness as being low in Nachingwea district while 19.2 percent and 11.5 percent

rated it moderate and high respectively. At the bottom of the first column of this

table before the word ‘total’ there is an item labeled ‘Missing’ with value label ‘999’,

this represents respondents who belong to the categories of non-teaching education

officers and parents who were not supposed to answer this question because they

may not have correct information on pupils’ lateness, in totality they were 60(42.2%)


Table 4.26: Rating of Pupils Lateness by RespondentsFrequency Percent Valid Percent Cumulative Percent

Valid Low 30 23.1 23.1 23.1Moderate 25 19.2 19.2 42.3High 15 11.5 11.5 53.8999 60 46.2 46.2 100.0Total 130 100.0 100.0


Q23. Whether parents’ consultation with teachers affect education effectiveness:

Table 4.27 indicates that the majority of the respondents 62.3 percent agreed that

parents’ consultation with teachers can help to improve education effectiveness while

22.3 percent disagreed and 15.4 percent were undecided.

43

Table 4.27: Parents’ Consultation With Teachers




Q24. Number of parents that consulted teachers in the last three months: Table

4.28 indicates that the majority of teachers 43.7 percent were not consulted with

pupils’ parents in the last three months on the other hand 14.1 percent, 35.2 percent

and 7.0 percent were consulted with 1 parent, 2-4 parents and 5+ parents

respectively. At the bottom of the first column of this table before the word ‘total’

there is an item labeled ‘Missing’ with value label ‘999’, this represents respondents

who belong to the categories of non-teaching education officers and parents who

were not supposed to answer this question because it is teachers who were supposed

to provide information on whether parents consult them for students’ matters, in

totality they were 60(42.2%) as indicated in the frequency’s column of the same row.

44

Table 4.28: Number of Parents That Meet Teachers for Consultation in Last

Three Months


PercentValid 1 parent 10 7.7 14.1 14.1

Parents 25 19.2 35.2 49.3Parents 5 3.8 7.0 56.3None 31 23.8 43.7 100.0Total 71 54.6 100.0


Q25. Parents’ response in the provision of learning materials: Table 4.29

indicates that the majority of respondents 45.4 percent agreed that parents’ positive

response in the provision of learning materials can help to improve education

effectiveness while 39.3 percent disagreed with the statement and 15.4 percent were

undecided.

Table 4.29: Parents Response in the Provision of Learning Materials


PercentCumulative




45

Q26. Rating of parent’s response in the provision of learning materials: Table

4.30 indicates that the majority of respondents 67.7 percent said that parents’

response in the provision of learning material is poor. On the other hand, 26.6

percent and 7.7 percent perceived the response to be satisfactory and good

respectively.

Table 4.30: Rating of Parents’ Response in the Provision of Learning Materials

Frequency Percent Valid Percent Cumulative PercentValid Good 10 7.7 7.7 7.7

Satisfactory 32 24.6 24.6 32.3

Poor 88 67.7 67.7 100.0

Total 130 100.0 100.0


Q27. The effect of ‘Unyago’ on education effectiveness: Table 4.31 indicates that

the majority of respondents 53.9 percent agreed that ‘Unyago, hinders education

effectiveness while 30.8 percent disagreed with the statement and 15.4 percent were

undecided.

46

Table 4.31: The Impact of ‘Unyago’ On Education Effectiveness




CHAPTER FIVE

5.0 ANALYSIS AND DISCUSSION OF THE FINDINGS

5.1 Introduction

This chapter contains analysis and discussion of the research findings. The findings

are discussed and presented in a way that shows the factors that hinder education

effectiveness in Nachingwea District.

5.2 Factors Hindering Education Effectiveness in Nachingwea District

5.2.1 Commencement of Learning After Schools’ Holiday

The time allocated for teaching and learning is a factor influencing pupils’ academic

performance. There are two schools’ terms every year with holidays in between in

the months of April, June, September and December. The study therefore sought to

find out when learning begins after a holiday. Results obtained in Table 4.6 indicate

that majority of pupils 71.4% start learning 1-2 days after school opens while 21.4%

and 7.1% start learning 3-5 days and 6+ days after school opens respectively.

47

This indicates that there is wastage of time before learning begins in some schools.

Eshiwani (1983) noted that most schools loose many teaching/ learning hours at the

beginning of the term, this wastage leads to less work being covered and syllabi not

being completed on time hence, contributing to education ineffectiveness in some

schools. Eshiwani’s findings corresponds to the results indicated in table 4.5 where

the majority of the respondents 53.9% agreed that commencement of learning after

schools’ holidays can hinder education effectiveness.

5.2.2 Adequacy of Learning and Teaching Materials

The adequacy and use of teaching and learning materials affects the effectiveness of

a teacher’s lesson. Teaching and learning resources enhances understanding of

abstract ideas and improves students’ performance. The study sought adequacy of

learning resources like text books, library books, wall maps and the exercise books.

Data in table 4.8 show that the majority 78.6% said that there is no enough learning

and teaching materials in their schools in reverse to the minority 7.1% whereas

14.3% were undecided.

Such unfavorable school environment makes learning of subjects like Social Studies

very abstract to the pupils and could be a factor contributing to ineffective education

in primary schools in Nachingwea District as the findings of this study reveals in

Table 4.7 that the majority of the respondents 66.1% agreed with the statement that

inadequacy of teaching and learning materials in primary schools can hinder

education effectiveness while 7.7% and 26.1% were undecided and disagreed

respectively.

48

The questionnaire finding is further reflected by the opinion of one grade ‘A’ teacher

who had this to say:

I don’t think there is any public school in Tanzania where teaching and learning

materials are enough how can it be in Nachingwea? He continued; I don’t think

there is any public primary school where there is enough learning and teaching

materials as stated in official guidelines…..do you expect any better in education in

the near future? You must be dreaming!

Schneider (2003) found out that school facilities have a direct effect on teaching and

learning. Text books enable the pupils to follow the teacher’s sequence of

presentation and aids in understanding of lessons (Ubogu, 2004).

5.2.3 Frequency of Staff Meeting

Table 4.10 indicates that the minority of teaching staff 4.3% and 10% held staff

meeting in their schools daily and once a month respectively contrary to the majority

57.1% who held staff meeting once a week. On the other hand, 14.3% held staff

meeting twice a week and 14.4% of the respondents said that there is no specific

schedule in their schools for staff meeting. To support the above findings one female

teacher had this to say:

Staff meetings are very important in any active organization because it’s where you

get time to exchange ideas and get updates on the goings. On our school time table

it is scheduled but we never held staff meeting as per time table unless there is

49

something special and urgent, holding staff meetings regularly is not one’s

personal obligation it lies in the hands of school administration….a mere teacher

like me I have no any influence!

Few staff meetings may lead to less co-ordination of curriculum implementation and

rise unnecessary tension among staff members. Findings by Kathuri (1986) asserted

that the first aspect of administration is staff meetings as they facilitate co-ordination

of various activities in the school. This implies that there was less monitoring and

reporting of the progress of the schools activities to the teachers in some schools and

this could be a factor contributing to education ineffectiveness in Nachingwea

District though the majority 53.9% of the respondents in Table 4.9 disagreed with

this statement but there are 23.1% of the respondents who support this statement.

5.2.4 Checking of Scheme of Work by Head Teachers

The responsibility of checking the professional documents like teachers’ schemes of

work and lesson plans lies in the hands of the head teacher. This may be done in

person or he may delegate to the deputy head teacher or the senior teacher.

Preparation and use of schemes of work by the teachers enhances sequential teaching

and results to improved achievements.

Officially head teachers are required to check scheme of work once per term but the

results in table 4.12 shows that the majority 48.6% and 30% of class teachers, their

scheme of work are checked by head teachers 1-2 per term and once a moth

respectively. Contrary to that, 10% of respondents said that their head teachers do not

50

check their scheme of work while 11.4% of respondents have no specific time of

checking scheme of work.

It reflects that most head teachers do not do much follow up on curriculum

implementation during the course of the term. Checking of teachers’ schemes of

work should be done frequently to allow the head teacher monitor curriculum

implementation. Lack of this close monitoring could be a factor contributing to

education ineffectiveness as 46.1% of the respondents in Table 4.15 support this

statement.

5.2.5 Frequency of Checking Lesson Plan

Teachers’ lesson plan is a professional document prepared by teachers for the

purpose of presentation of a lesson. The teacher indicates whether the lesson has

been taught and objectives achieved; if the lesson is not taught, then the teacher

indicates the reason why and when he intends to cover it; if the lesson objectives are

not achieved, the teacher has to plan for remedial lesson in order to make the concept

understood by the pupils. The head teacher is supposed to check teachers’ weekly.

The results in table 4.14 shows that the majority 42.9%, 28.6% and 15.7% of the

respondents their lesson plan are checked by head teachers once a month, weekly and

once a term as compared to 7.1% whose lesson plan are not checked while the

minority 5.7 % said that their head teachers check lesson plans randomly. The

interview response revealed that:

51

I know it’s the responsibility of our school head teacher to check both scheme of

work and lesson plan but how frequently I don’t know! In our school there is no

specific time of checking either of it unless there is an education auditor from higher

authorities coming to our school it’s where we get told by the school head teacher to

prepare them.

Head teachers should monitor lesson plan preparation frequently; otherwise it may

lead to education ineffectiveness as data in Table 4.13 shows that the majority 66.4%

agreed with the statement that failure of checking teachers’ lesson plan may hinder

education effectiveness.

5.2.6 Observation of Classes by Head Teachers

One of the roles of the head teacher is to carry out internal supervision of curriculum

implementation in his/her school. This involves physical observation of teachers’

lessons in progress. Data in Table 4.16 shows that the majority of respondents 43.7%

said that no head teachers observed classes in the last one month as compared to

42.3% and 14.1% said that head teachers observed classes once a month and 2-4

times a month respectively. One of the head teachers’ roles is regular class

supervision in order to promote curriculum goals, failure to do so may lead to

education ineffectiveness. Data in Table 4.15 shows that 46.1% of the respondents

agreed that failure of supervising classes regularly by head teachers may lead to

education ineffectiveness.

52

5.2.7 Teachers’ Commitment Level

Good performance is as a result of high commitment levels by the teachers. Data in

Table 4.17 indicates that the majority of respondents 55.3 percent agreed with the

statement that teachers’ commitment level can affect education effectiveness. In

contrary, 33.1 percent refused while 11.5 percent were undecided. The questionnaire

findings were further echoed by the response from the interviewee who said that:

What….to be committed?! You know my monthly salary package? Do you see our

school environment…..such poor teachers’ office, only two teachers’ houses while

we are sixteen in number……….I don’t have to list all of them cause you understand

what I mean but not all of us are not satisfied with such perplexing environment,

some feel very ok!

Ubogu (2004) asserts that teachers who lack enthusiasm are unable to teach

effectively, making pupils not to learn well. My enphasis is that the teachers with

low level of commitment in their teaching career see the school is the place to endure

to live, they use most of their time plan nonacademic activities and as a result the

students are not benefiting for their planning. Therefore, responsible authorities

should make sure that teachers’ commitment level is at high level.

5.2.8 Teachers’ Aabsenteeism

Teachers’ rate of absenteeism was looked into; Table 4.19 indicates that the majority

of respondents 63.4% rated teachers’ absenteeism as being low, while 21.4% and

14.3% rated it moderate and high respectively. When teachers absent themselves

from school frequently, pupils go unattended and do not do well in academics.

53

Absenteeism by teachers reduces the amount of instructional time and this result in

the syllabi not being completed. This context is against the criteria of an effective

school which emphasizes that the students must stay at school and have enough time

for learning (time on task)(Galabawa, 2004). This in turn, results to lower output of

work by the pupils (Ubogu, 2004). This fact correspond to the results obtained in

Table 4.18 which indicate that the majority 50% agreed that teachers’ absenteeism

can hinder education effectiveness contrary to 34.6% who negated the statement.

One teacher said this on teachers’ absenteeism:

Teachers’ rate of absenteeism differs depending on various reasons but does exist in

every school. Think of a school located far from district headquarter where one have

to travel some distances at every end of a month for salary, will you escape to miss

classes….the answer is no! Therefore, sometime situations like this force us to miss

classes though some miss classes for personal laxity.

5.2.9 Teachers’ Motivation

Table 4.20 indicates that 54.6% of the respondents agreed that motivation of teachers

by the Government can improve or hinder education effectiveness. In contrary,

36.2% disagree while 9.2% were undecided. World Bank Report (1986)

acknowledges that teacher satisfaction is generally related to achievement… satisfied

teachers would concentrate hence enhancing academic performance of their pupils.

One female teacher said this on teachers’ motivation:

54

I believe the greatest motivation of any labor is cash but I also acknowledge in-kind

motivation though they have nothing to do with solving any economic hardship that

we face. Teachers hardly get any allowances as other officers. We live in poor

houses, teach in poor classes, live in peripheral areas but there is no any

compensation allowances given by the government……is this the way people are

motivated?! May be I have narrow understanding of what motivation is!

5.2.10 Teachers’ Work Load

The number of lessons teachers take per week out of possible 40 lessons was looked

into and results in Table 4.22 indicate that the majority of teachers 41.4% have 26-

30 lessons per week while the minority of them 2.9% and 4.3% have 40+ and 1-15

lessons per week respectively. In addition, 22.9% have 21-25 lessons per week while

teachers having 16-20 lessons and 31-40 lessons all together tally up to 14.3%. This

indicates that most teachers are not overloaded hence their output in terms of

education effectiveness should be good as results in table 4.21 show that the majority

of the respondents disagreed that teachers work load do not hinder education

effectiveness may be because of few lessons that most teachers have per week. One

parent in Namatula village said this:

The Government has significantly reduced teachers’ work load by employing more

teachers in recent years but number of teachers alone cannot bring any miracle in

education the same effort need to be placed on improving other infrastructures that

will in turn raise teachers’ working morale and commitment level!

55

The results both questionnaire and the interviews showed that the teachers have

moderate work load. This could be interpreted that the teachers could have enough

time to plan for effective lessons and explore more participatory ways in teaching to

realize high academic achievements of pupils, however this is not used as an

opportunity, instead observation has shown that the teachers use the government

working time in doing their own businesses like shops management, motoring boda

boda and taxes. This corresponds to what Babyegeya (2004) asked that how can a

teacher prepare well lessons and have enough time for marking the students’ exercise

books while he she is thinking of the taxes business in town?.

5.2.11 Pupils Frequency of Absenteeism

The aspect of how frequent pupils absented themselves from school was looked into;

Table 4.24 shows that 28.6% indicated they moderately miss school, 28.6% indicated

their rate of absenteeism is high and 42.9% indicated low. When pupils absent

themselves from school, they tend to lose many concepts and definitely may not do

well in exams. The effect of absenteeism and irregular school attendance is that

materials taught is difficult to understand when studied on one’s own. Continued loss

of classes results to loss of content and knowledge. Assignments and exercises would

not be properly and correctly done leading to poor performance (Ubogu, 2004). From

the analysis above, quite a number of pupils absent themselves from school and

therefore this could be a factor contributing to education ineffectiveness in

Nachingwea primary schools. Ubogu’s findings correspond to results obtained in this

study as Table 4.23 indicates that majority 54.7% of the respondents agreed that

pupils’ rate of absenteeism hinder education effectiveness.

56

5.2.12 Pupils’ Lateness and Education Effectiveness

Table 4.26 indicates that the majority of the respondents 23.1 percent rated pupils’

lateness as being low in Nachingwea district while 19.2 percent and 11.5 percent

rated it moderate and high respectively. When pupils absent themselves from school,

they tend to lose many concepts and definitely may not do well in exams. The effect

of missing classes because of students’ self-lateness and irregular school attendance

is that materials taught is difficult to understand when studied on one’s own.

Continued loss of classes results to loss of content and knowledge which might in

turn lead to education ineffectiveness.

5.2.13 Parents’ Consultation with Teachers

Good performance is realized when parents work in consultation with the teachers in

order to understand their children better. The study therefore sought to find out how

often parents consult the teachers on matters pertaining their children’s education.

Table 4.28 indicates that the majority of teachers 43.7% were not consulted with

pupils’ parents in the last three months on the other hand 14.1%, 35.2% and 7.0%

were consulted with 1 parent, 2-4 parents and 5+ parents respectively. This is an

indication that most parents were not so much concerned about education of the

children. Parents’ interaction with teachers enables them to know what their children

are encountering in school and what could be done to deal with the problems. It

would also put pupils on alert and study in school as they would know that their

parents would inquire about their performance. Parents may not be able to provide

57

much guidance and help their children’s performance improve when they are

ignorant of what happens in schools.

5.2.14 Parents’ Response in the Provision of Learning Materials

Table 4.29 indicates that the majority of respondents 45.4% agreed that parents’

positive response in the provision of learning materials can help to improve

education effectiveness while 39.3% disagreed with the statement and 15.4% were

undecided. Further results on the same variable in Table 4.30 indicate that the

majority of respondents 67.7% said that parents’ response in the provision of

learning material is poor. On the other hand, 26.6% and 7.7% perceived the response

to be satisfactory and good respectively. Lack of basic school needs like learning

materials could not provide a stable mind and conducive environment for the pupils

to study. Lack of learning materials contributes to poor education. Since most

primary schools owned by the Government lack enough learning and teaching

materials, parents need to feel responsible in provision learning materials so as to

supplement the gap left by the Government. One grandfather in Nampemba village

had this to say:

Always people point fingers to the government when things get wrong in education

but to me this is not right because everyone has a part to play in improving

education. Back in our days parents used to volunteer in kind and in cash but know

days things have changed, people believe the government is responsible for

everything but to me it’s not so we need to supplement on what the government does!

58

The above findings on the poor role played by the parents to assist their sons and

daughters to get the schools requirements was also found by (Lunas, 2013) who

established that the parents in Korogwe had not paid the needed attention to support

their sons and daughters to attend the school in Korogwe secondary schools as a

result this tendency affected those students to perform well academically.

59

CHAPTER SIX

6.0 SUMMARY, CONCLUSION AND RECCOMENDATIONS

6.1 Summary of the Study

This study investigated the factors that hinder education effectiveness in primary

school located in Nachingwea District. It utilized primary data from a total 130

respondents whereby 79 were teachers and 59 were non teachers. The body of

evidence accumulated in various literatures shows the existence of a relationship

between several characteristics and education effectiveness across societies. Mixed

design methods (questionnaire and interviews) have been applied to identify the

important predictors of education effectiveness. From these analyses several

interesting observations can be made, although the analysis itself was subject to

various types of problems including small sample size for data analysis.

Also, interpretations of the findings appear to be problematic in some cases.

Sometimes it is observed that logical or theoretical hypotheses are rejected by the

majority of respondents. Such a situation may be due to different background and

diversity of experiences from individual respondents.

6.2 Summary of the Findings

The study realized the following as factors hindering school effectiveness in primary

schools in Nachingwea district; commencement of learning, inadequate learning

resources, lack of motivation for teachers, Unyago cultural practice, absenteeism by

both teachers and pupils, pupils’ lateness, lack of support from parents, low teachers’

60

commitment level, low and randomly checking of both lesson plans, scheme of

works by head teachers and low parental participation in school issues.

6.3 Implications of the Findings

As the nations gather to take stock of the millennium development goals in 2015, the

nations have to check whether the education goal of ensuring universal primary

education has been acquired. Indeed Tanzania has done much to ensure that there is

high enrolment rate of about 97percent and the completion rate of primary education

is high.

However, with what has been established in Nachingwea District from this study it

seems that there could be pupils in schools but they are not real learning as there is

high students’ absenteeism and the time on task for student is low. This will

altogether hinder the attainment of the millennium development goals and the

philosophy of education for all (EFA) as they do not get the relevant skills they were

required to receive at the time of schooling.

Although primary school is not a significant level of education to enable the

graduates manage life challenges including development projects but to some extent

it gives the basic knowledge to the graduates to manage their own life and be

productive in life. The partial education resulted from the poor school effectiveness

in Nachingwea District will lower down the quality of the graduates and hinder the

ability of the school graduates to manage their own life including development

projects and this has impacts to the quality of the labor and their contribution to

development of the nation at large.

61

6.4 Conclusion

The results suggest that, although many education interventions are being

implemented in Tanzania, Nachingwea primary schools inclusive, their impact is still

low, particularly among the poor and the majority living in rural areas. Renewed

efforts are therefore required to address the factors that hinder education

effectiveness in Tanzania and Nachingwea district in particular. Based on the results

of this study, attention should be given to commencement of learning time (no

delays-lessons should start immediately after opening the schools), inadequate

learning resources, lack of motivation for teachers, Unyago, absenteeism by both

teachers and pupils, pupils’ lateness, lack of support from parents, low teachers’

commitment level, low and randomly checking of both lesson plan and scheme of

work by head teachers.

6.5 Recommendations

Performance of students is a product of socio-economic, psychological and

environmental factors. Education plays a significant role in political, economic and

social realms of development. From the results several variables were seen

established to hinder education effectiveness in Nachingwea. Therefore, the

following recommendations were made;

6.6 Recommendations to the Government

The Prime Ministers’ Office Regional Administration and Local Government in

collaboration with Ministry of Education and Vocational Training should motivate

teachers in terms of recommendation for promotion, subsidizing of house rents and

62

provision of hardship allowances especially for teachers who meet expectation of

students, parents and curriculum goals. Once these incentives are in place, teachers

will enjoy greater status, have much higher levels of motivation and, in turn, become

key players in implementing quality improvement initiatives that are essential if

high-quality, sustainable Universal Primary Education (UPE) is to be achieved.

The government and other stakeholders such as Non-Governmental Organizations

need to sensitize the local community to discard beliefs and practices such as Unyago

that prohibit students’ effective participation which result to education

ineffectiveness in primary schools.

To mitigate on the inadequacy of teaching/learning materials and equipments the

government needs to enhance their provisions to schools. It should extend allocation

of funds solely for purchase of learning and teaching materials. Since the government

cannot do everything on its own it has to collaborate with local communities to

supplement on what the government does this is possible through awareness creation

and educating the local communities to participate in school development but the

government can also enforce the Education Act of 1961 which among other orders

demands local authorities and communities to participate in construction of primary

schools and provision of primary education.

The time allocated for teaching and learning is a factor influencing pupils’ academic

performance but most schools loose many teaching/ learning hours at the beginning

of the term, this wastage leads to less work being covered and syllabi not being

63

completed on time hence hindering education effectiveness. The government through

responsible authorities should ensure that all teachers abide to teaching/learning time

table. School inspectors should ensure that the schools activities start immediately

after opening the schools.

6.7 Recommendation to the District Nachingwea Council

District councils through department of primary education and education audit unit

are responsible for direct monitoring and supervision of education activities in

primary schools but always get inefficient financial and physical resources to meet

their obligation including supervision activities. As shown in results, some teachers

miss classes while some head teachers fail to carry out internal supervision of

curriculum implementation in his/her school through physical observation of classes,

checking of lesson plan and scheme of work. Such poor administration in some

schools demand higher level authorities to make regular supervision in primary

schools. Therefore, the government/local government should allocate enough funds

for school inspectors that will facilitate monitoring and supervision

activities.

Pupils’ absenteeism and lateness in classes it’s a challenge that can be handled

through good collaboration of parents and teachers. Parents are responsible to make

sure their children get early in school but when children are in school it is the

responsibility of a teacher to make sure that they don’t miss lessons. Therefore,

students’ good performance is realized when parents work in consultation with the

teachers because it enable to understand their children better. Therefore, education

64

stakeholders should take measures that encourage and create awareness on

collaboration of parents and teachers.

65

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APPENDICES

APPENDIX 1: QUESTIONNAIRE

1. Do you think commencement of learning after school holiday can determine

education effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree

e). Strongly disagree

2. When did you start lessons after school holiday?

a). 1-2 days

b). 3-5days

c). 6+

3. Do you think adequacy of learning and teaching materials is one of the

factors affecting school effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


4. Are teaching and learning materials adequate in your school?

a). Yes

b). No

72

c). I don’t know

5. Can frequency of staff meeting in a term affect education effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


6. How frequently are staff meeting held in your school?

a). Daily

b). Twice a week

c). Once a week

d). Once a month

e). No specific time

7. Do you think frequency of checking teachers’ scheme of work has an effect

on school effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


8. How frequently does your teacher check teachers’ scheme of work?

a). Does not check

b). Once a month

c). Twice a month

73

d). 1-2 per term

e). No specific time

9. Do you think frequency of checking teachers’ lesson plans is a factor

affecting education effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


10. How frequently does your head teacher check teachers’ lesson plan?

a). Does not check

b). Once a month

c). Once a term

d). No specific time

11. Observation of classes by head teachers can be a determinant of school

effectiveness in primary schools?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


12. How many times has your teacher observed classes in the last one month?

a). Once

b). 2-4

74

c.). Not at all

13. Teachers’ commitment level can have influence on education effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


14. Do you think teachers’ absenteeism is among the factors affecting education

effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


15. How do you rate frequency of teachers’ absenteeism in your school?

a). Low

b). Moderate

c). High

16. Do you think motivation of teachers by the government can determine


a). Strongly agree

b). Agree

c). Undecided

d). Disagree

75


17. You as a teacher do you feel being motivated by the government?

a). Yes

b). Not at all

c). I don’t know

18. Do you think teachers’ work load as measured by lessons taken per week can a

determinant of education effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


19. How many lessons do you have per week?

a). 1-15

b). 16-20

c). 21-25

d). 26-30

e). 31-40

f). 40+

20. Is pupils’ frequency of absenteeism a determinant of education effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree

76


21. How do you rate frequency of students’ absenteeism in your school?

a). Low

b). Moderate

c.). High

22. Dou you think pupils’ lateness can determine education effectiveness in primary

schools?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


23. How do you rate pupils’ lateness in your school?

a). Low

b). Moderate

c). High

24. Parents consultation with teachers can be a factor that affects education

effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


25. How many parents have consulted you in the last three months?

77

a). 1

b). 2-4

c). 5+

d). No one

26. Do you think parents’ response to the provision of learning material can

influence education effectiveness?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


27. How do you rate parents’ response to the provision of learning materials?

a). Good

b). Satisfactory

b). Poor

28. Do you think parents’ willingness to participate in school development can affect


a). Strongly agree

b). Agree

c). Undecided

d). Disagree


29. Do you think parents are willing to participate in school development?

a). Willing

78

b). Not willing

30. Do you think traditional practices like “Unyago” can determine education

effectiveness in primary schools?

a). Strongly agree

b). Agree

c). Undecided

d). Disagree


79

APPENDIX 2: INTERVIEW QUESTION

Q Explain on the factors that hinder school effectiveness in Nachingwea Primary

schools

Are they related to students?

Parents?

School administration or

Teachers? How?

80

APPENDIX 3: RESEARCH CLEARANCE LETTER

THE OPEN UNIVERSITY OF TANZANIA

DIRECTORATE OF RESEARCH, PUBLICATIONS AND POSTGRADUATE

STUDIES

15th August, 2014P.O. Box 23409Dar es Salaam, Tanzaniahttp://www.out.ac.tz 15th August, 2014

To Whom It May Concern

RE: RESEARCH CLEARANCE

This is to certify that Mr. Christopher Alfred Ndali has been granted permission to conduct research on “Factors Hindering School Effectiveness in Tanzania: A case of Nachingwea District, Lindi”. This permission allows her to conduct research in Schools and community members in Nachingwea District in connection with the research. This is in accordance with the Government circular letter Ref. No. MPEC/R/10/1 dated 4th July, 1980; the Vice Chancellor was empowered to issue research clearance to the staff and students of the University on behalf of the Government and the Tanzania Commission for Science and Technology, a successor organization to UTAFITI. This permission is granted for the period between 15th August and 14th October, 2014. We thank you in advance for your cooperation and facilitation of this research activity.Yours sincerely,

Prof. S. A. MbogoFor: VICE CHANCELLORTHE OPEN UNIVERSITY OF TANZANIA

81

APPENDIX 4: PERMISSION LETTER

HALIMASHAURI YA WILAYA YA NACHINGWEA

( Barua zote zitumwe kwa Mkurugenzi Mtendaji (W)

MKOA WA LINDI Simu :0732 933112Fax:0732 933112Email:Nachingwea [email protected]

S.L.P 291,NACHINGWEA18/09/2014

Kumb.Na.LG.E10/50/VOL.VI/125

Prof. S .A. MbogoDirector of postgraduate studies.S.L.P 23409The open university of TanzaniaDAR ES SALAAM

YAH: UTAMBULISHO WA NDUGU CHRISTOPHER ALFRED NDALI KUFANYA “RESEARCH”

Husika na kichwa cha habari hapo juu pia rejea barua yenye Kumb. Na MPEC/R /10/1 ya tarehe 15th august 2014

Nanachukua nafasi hii kukujulisha kuwa amekubaliwa kufanya “utafiti” katika halimashauri ya wilya ya Nachingwea

Ahsante

Nakala:Christopher Alfred Ndali – Muda ukiwadia fika katika ofisi hii ya Utumishi kwa Maelekezo

mailto:[email protected]

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THE OPEN UNIVERSITY OF TANZANIArepository.out.ac.tz/1202/1/CHRISTOPHER_-_DISSERTATION-15... · Web viewFor example, in a duration of five years that is from 2010 to 2015, classrooms