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Peter Siamoo

Mwenge Catholic University, Education, Faculty Member

Portland State University, Educational Leadership and Policy, Alumnus

Walsh University, Counseling and Human Development, Alumnus

Walsh University, Division of Philosophy & Theology, Alumnus

Walsh University, EDUCATION, Alumnus

Pontifical Urbaniana University, Theology, Alumnus

St Charles Seminary, Theology, Alumnus

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Born on the slopes of Mount Kilimanjaro, had my elementary, secondary, and part of my college education in Tanzania and finally, I did my graduate schools in the United States of America - MA in Education, MA in Theology and MA in Clinical Counseling and Human Development at Walsh University. I also did my Doctorate in Education Leadership and Administration at Portland State and my second Doctorate in Psychology with Christian World View at St. James the Elder University, Jacksonville Florida, USA. Now I am a Lecturer at Mwenge Catholic University, Tanzania and an author.

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Papers by Peter Siamoo

Usability of Warnings by Heads of Schools in Enhancing Teacher Discipline in Public Secondary Schools in Biharamulo District, Tanzania

International Journal of Innovative Research and Development

This study examined the usability of warnings by school heads to enhance teachers’ discipline in ... more This study examined the usability of warnings by school heads to enhance teachers’ discipline in public secondary schools in Biharamulo District. The study was guided by Jeremy Bentham's Utilitarianism theory (1789). The study employed a convergent research design under mixed research methods. The target population was 1 District Secondary Education Officer, 1 TSC Assistant Secretary, 21 heads of schools, and 481 teachers. The study used stratified random and total population sampling techniques to determine the sample of 79 respondents. Interview guides and questionnaires were used to collect data. Face and content validity was ensured by two MWECAU research experts. Pilot testing was done in two public secondary schools. The reliability was estimated to Likert-items type using Cronbach alpha whereby r=0.784 for teachers' questionnaire. Triangulation and peer debriefing were used to ensure the reliability of the interview guide. Descriptive statistics were used to analyse q...

Extensiveness of Heads of Schools Coaching Role on Teachers’ Professional Development in Community Public Secondary Schools in Simanjiro District, Tanzania

British journal of education, Nov 15, 2022

This study was conducted to examine the extent to which heads of schools' coach teachers to impro... more This study was conducted to examine the extent to which heads of schools' coach teachers to improve their professional development in community public secondary schools in Simanjiro District, Tanzania. The study was guided by the theory of Total Quality Management (TQM). The study employed convergent research design under the mixed methods research approach. The target population in this study included teachers of community public secondary schools, heads of schools and the District Secondary Education Officer. The study sample comprised of 73 respondents in which 60 teachers were sampled through stratified and simple random sampling technique. Questionnaires and interview guides were used to collect the required data. The reliability of quantitative instruments was established through Cronbach Alpha. The validity and reliability of qualitative instruments was established through triangulation method. Quantitative data were analysed by using descriptive statistics such as frequencies, means, and percentages and presented in tables with the aid of Statistical Package for Social Science (SPSS) version 23. The qualitative data were analysed by developing themes from research questions and present them in narrative form and direct quotations. The study found out that to a small extent heads of schools perform coaching role since they have inadequate coaching knowledge which is caused by the lack of training, seminars or workshops to heads of schools. The study concluded that the extent heads of schools perform the role of coaching to improve teachers' professional development is too small. The study recommends that the government should finance both heads of schools and teachers' trainings and seminars concerning their careers for their professional development.

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

British journal of education, Jul 15, 2022

This study examined the influence of shared strategic vision in participative leadership style on... more This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education. Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students' leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in preparing a detailed school calendar system to guide teaching and learning activities for facilitating students' achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementation of education goals by ensuring that teaching strategies are guided by clear objectives for improving quality education, facilitates effective monitoring and evaluation of teaching and learning process for ensuring regular and early report of students' academic progress, increases teachers' commitment and efficiency to the attainment of students' performance especially in lesson preparation and syllabus completion. The study concluded that teacher and students' leaders are mainly implementers of the strategic vision rather than designers and thus affect the provision of quality of education. The study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.

Effectiveness of the Strategies used by School Administration in Protecting Children From Physical Abuse in Public Secondary Schools in the Kilimanjaro Region, Tanzania

British journal of education, Jul 15, 2022

This study examined the effectiveness of strategies used by school administration in protecting c... more This study examined the effectiveness of strategies used by school administration in protecting children from physical abuse in public secondary schools in the Kilimanjaro region, Tanzania. This was a study guided by the systems theory and approach by Bertalanffy, (1968). The theory articulates a set of specific structures, functions, capacities, and other related system components including input, process, and output. This study employed convergent mixed methods design which intended to collect both quantitative and qualitative data in one phase. Stratified, convenient, and purposeful sampling techniques were used to determine the study sample which consisted of 427 respondents. Questionnaires and an interview guide were used to collect the required information. The collected data were analyzed by descriptive statistics and inferentially using ANOVA. Tables, charts, narrations, and schemes of code were used to present the study findings. The study findings show that the strategies can be effective if they are used well, the most effective strategies were; Guidance and Counseling, Involvement of Stakeholders, Well informed Administration, and the Use of Child Policy, Law, rule, and reregulation. Other strategies suggested were the introduction of Life skill education, home visitation, and the use of student council. The study concluded that the strategies used by school administration in protecting children from sexual abuse are effective, however with some challenges that can be solved. The ANOVA findings conclude there are no significant differences between teachers' mean scores on rating the effective strategies used in protecting children from physical abuse based on years of experience. The study recommends Ministry of Education, Science and Technology should ensure effective and efficient use of existing strategies while ensuring close supervision and monitoring to reduce sexual abuse. But also in-service training should be done for all District Education officers, Heads masters/mistresses, and Discipline masters/mistresses, and lastly, teacher education programs in colleges and universities should be designed to ensure child protection is given priority.

Leadership Strategies in Enhancing Integration of Information and Communication Technology in Teaching and Learning in Public Teachers’ Colleges in Moshi District, Tanzania

Journal of Education and Practice, 2021

This study was conducted to investigate the leadership strategies in enhancing the integration of... more This study was conducted to investigate the leadership strategies in enhancing the integration of information and communication technology in teaching and learning of public teachers' colleges in Moshi district, Tanzania. The study was guided by Transformational Leadership Theory developed in 1978 by James McGregor Burns. The study employed a mixed research approach under which a convergent research design was used. The target population of the study was 03 public teachers' college 03 principals, 103 teacher educators, and 768 teacher trainees which make the total population of 874. Probability sampling of simple random sampling and stratified sampling techniques was used to determine the study sample. Questionnaires and an Interview Guide were used as instruments for data collection. The reliability of quantitative instruments was established through Cronbach Alpha; (r=0.92 for teacher trainees' questionnaires and r=0.90 for teacher educators' questionnaires). The results show that the extent to which leadership strategies in enhancing ICT integration were reflecting on ICT leadership approaches of ICT modeling, supporting with ICT facilities, inspiring, and evaluating the integration of ICT were positively responded by teacher educators and teacher trainees which conform with transformational leadership theory. However, other leadership strategies in enhancing ICT integration on ICT practices such as team working, encouraging ICT use, motivating, and empowering use of ICT in teaching and learning were responded contrarily by teacher educators and teacher trainees. Because of the variation of responses from teacher trainees to teacher educators, the study concluded that the extent to which the role of leadership strategies used to enhance the integration of ICT in teaching and learning was less effective. The study recommends that principals' capacity building through seminars and workshops especially on transformational and technological leadership skills could help to improve management teams' practices to enhance the integration of ICT in teaching and learning among teacher educators and teacher trainees.

Extensiveness of Teachers Motivation Strategies in Enhancing Form Four Students’ Academic Performance in Public Secondary Schools in Namtumbo District – Tanzania

International journal of education, learning and development, Nov 15, 2022

The purpose of this study was to examine the extent of teachers' motivation strategy in enhancing... more The purpose of this study was to examine the extent of teachers' motivation strategy in enhancing form four students' academic performance in public secondary schools in Namtumbo district-Tanzania. The study was guided by the theory of Transformation Supervision Theory developed by Bass, (1985). Question which guides the study is to what extent does teachers' motivation strategies enhance students' academic performance in public secondary schools in Namtumbo District? The study used convergent design under a mixed method approaches (Quantitative and Qualitative approaches). Target population of the study were 948, probability and non-probability sampling were used to get sample size of 135 respondents. The instruments for data collection were questionnaires for teachers, students, and academic masters/mistresses and interview-guide for heads of schools and WEOs. The validity of the instruments determined through content validity by expert in education from Mwenge Catholic University and face validity were viewed by a researcher. The reliability of the instruments was determined by using Cronbach Alpha which measures the consistency of the items and the results were r= 0.775 for students, r=0.757for teachers and r=0.943 for academic masters/mistresses. Qualitative data was established through triangulation. The quantitative data was analysed into frequencies, percentages, tables, and mean scores by using Statistical Package for Social Science (SPSS) version 22. Descriptive and inferential statistics were used. Hypothesis tested by using Pearson correlation at significance level of 0.05. The study found that teachers' were not much motivated by heads of schools due to lack of trainings, in-service training, workshops and seminars shortage of teaching and learning materials, shortage of facilities like laboratories and libraries. Study concluded that due to lack of implementation of motivation strategies teachers' reduced the morale of teaching and learning process in enhancing students' academic performance. The study recommended that, heads of schools find means of motivating teachers for the purpose of improving the performances in National examinations. The government should provide training to teachers, teaching and learning resources and facilities in schools.

Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania

British Journal of Education

This study was conducted to assess the adequacy of human resources on the implementation of early... more This study was conducted to assess the adequacy of human resources on the implementation of early childhood education in public pre-primary schools in Meru District Tanzania. The study was guided by the system theory developed by Ludwig Bertalafy in 1971. The study employed a convergent mixed method research design whereby probability and non- probability sampling techniques were used to select the study sample which consists of 1 DPEO, 4 WEO’s, 30 head teachers of pre-primary schools and 30 pre-primary teachers. The questionnaire, interview guide and observation guide were used in data collection. The content validity of the research instruments was determined by two research experts, one expert in assessment and evaluation and the second in Management and Planning in from MWECAU, while the reliability coefficient of 0.962 was calculated by using Cronbach’s Alpha. Quantitative data were analysed by using means, frequencies, and percentages and presented in table form with the aid o...

The Extent to Which Fee Free Basic Education Policy Has Affected the Enrollment Rate of Students in Private Secondary Schools in Rombo District, Tanzania

International journal of education, learning and development, Sep 15, 2022

The researcher intended to investigate the effects of fee free basic education policy on students... more The researcher intended to investigate the effects of fee free basic education policy on students' enrolment rate in private secondary schools in Rombo district, Tanzania. The Social Impact Theory developed by latene (1981) guided the study. Mixed methods approach under convergent design was adopted. Target population were139 teachers, 10 head of schools and 10 school board chair persons. Purposive, Simple random and stratified random sampling technique were used to obtain 52 respondents whereby 40 are teachers, 4 are head of schools and 4 are School Board Chairpersons. Instruments of data collection were questionnaires, interview guide and document analysis schedule. Validity of the research instruments was refined through the comments from experts in research, researchers' supervisors and researcher's fellow students while reliability of questionnaire for teachers was measured by Cronbach Alpha and for the reliability of qualitative data triangulation will be used. Quantitative data were analyzed using frequencies, means whereas patterns and themes were developed for the analysis of qualitative data and then independent Ttest was used to test the null hypothesis. The study found that FFE policy had caused decrease in students' enrolment in private secondary schools hence shortage of funds the results of which were hindering the implementation of various school projects. Also, the school administrators were having hard time in solving various challenges facing their schools due to insufficient funds received from school fees due to decrease in the number of students. This study concludes that the FFE policy has negatively affected the enrolment rates in private secondary schools in Rombo district which in turn has affected day to day schools' operations. Consequently, this study put forward the following recommendations for immediate effect and for further studies, management in Private Secondary schools should come up with practical survival strategies to ensure effectiveness in education delivery and the government should provide subsidies to the private secondary schools in order to cut for high running costs.

The Influence of Funds Provided by The Government on the Availability of Teaching and Learning Resources in Public Secondary Schools in Moshi District Tanzania

international journal of Education, Learning and Development

This study was guided by convergent design under mixed-method approach to explore the influence o... more This study was guided by convergent design under mixed-method approach to explore the influence of funds provided by the government on the availability of teaching and learning resources in public secondary schools in Moshi district Tanzania. The study was guided by Systems theory of Organization pioneered by Ludwig von Bertalanffy in 1969 and one research question. The target population was all public secondary schools, Public secondary school teachers, Heads of public secondary schools, Schools board chairpersons and District Education Officer of Moshi District in Kilimanjaro Region. Sampling of schools, teachers, school board chairperson and students were by both probability and non-probability sampling techniques. Instruments for data collection included Questionnaires and interview guides. After pilot testing, the reliability of the questionnaire was ensured by using the Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency rega...

Effectiveness of the Strategies used by School Administration in Protecting Children From Physical Abuse in Public Secondary Schools in the Kilimanjaro Region, Tanzania

British Journal of Education

This study examined the effectiveness of strategies used by school administration in protecting c... more This study examined the effectiveness of strategies used by school administration in protecting children from physical abuse in public secondary schools in the Kilimanjaro region, Tanzania. This was a study guided by the systems theory and approach by Bertalanffy, (1968). The theory articulates a set of specific structures, functions, capacities, and other related system components including input, process, and output. This study employed convergent mixed methods design which intended to collect both quantitative and qualitative data in one phase. Stratified, convenient, and purposeful sampling techniques were used to determine the study sample which consisted of 427 respondents. Questionnaires and an interview guide were used to collect the required information. The collected data were analyzed by descriptive statistics and inferentially using ANOVA. Tables, charts, narrations, and schemes of code were used to present the study findings. The study findings show that the strategies ...

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

British Journal of Education

This study examined the influence of shared strategic vision in participative leadership style on... more This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education. Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students’ leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in preparing a detailed school calendar system to guide teaching and learning activities for facilitating students’ achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementatio...

Effectiveness of Implemented School Development Plan in Enhancing Quality Education in Public Secondary Schools in Ulanga District, Tanzania

The study examined the effectiveness of implemented School Development Planning (SDP) in enhancin... more The study examined the effectiveness of implemented School Development Planning (SDP) in enhancing quality education a case of public secondary schools in Ulanga District. Four research questions and one null hypothesis guided the study to elucidate the perception of heads of schools on the SDP. The study was guided by convergent parallel design under mixed research approach. The target population comprised of 17 public secondary schools and 17 heads of schools. Two secondary schools were used for pilot study. While the remaining 15 public secondary schools were all involved in the study. All the 15 heads of public secondary schools were involved in the study by virtue of their position and responsibility. Questionnaires and interview guide were administered to collect relevant data for the study. The study found out that not all the schools in Ulanga District had SDP. Also, the SDPs were not highly effective in enhancing quality education since some of the elements that enhance qua...

Factors That Affect Strategic Planning Implementation in Diploma Teachers Colleges in Tanzania

International Journal of Innovative Research and Development, Nov 30, 2019

Quality education of primary and secondary schools is dependent on quality teachers who depend on... more Quality education of primary and secondary schools is dependent on quality teachers who depend on quality teachers training colleges. Despite that, colleges are service-oriented; the Government requires them to make a strategic plan to help succeed in their college activities (Medium Term Strategic Planning and Budgeting Manual, 2005). A strategic plan in teachers colleges helps the academic achievement and income-generating projects and minimizes dependency of subsidy from the Central Government. It also helps to plan for the construction and renovation of college buildings (School Construction and Maintenance Strategy-SCMS 2019). Although, the government introduced a strategic plan to Teachers Colleges for success and survival, visit inspection report for colleges conducted by quality assurance officers in June 2018 revealed that some colleges failed to prepare the strategic plan on time (Quality assurance inspection report for colleges, 2018). Incidentally, while some colleges that have strategic plans were performing better in terms of academic performance and income-generating projects, some colleges continued to have poor academic performance despite having a strategic plan. An evaluation study done by the Ministry of Education in all teacher's colleges and visit inspection reports for colleges conducted by quality assurance officers in Northern Eastern Zone Lake and Eastern zone revealed that some colleges were missing an action plan, a very important document that put the strategic plan into action.

Educational Leadership Practices in Tanzania

Extensiveness of Heads of Schools Coaching Role on Teachers’ Professional Development in Community Public Secondary Schools in Simanjiro District, Tanzania

British Journal of Education

This study was conducted to examine the extent to which heads of schools’ coach teachers to impro... more This study was conducted to examine the extent to which heads of schools’ coach teachers to improve their professional development in community public secondary schools in Simanjiro District, Tanzania. The study was guided by the theory of Total Quality Management (TQM). The study employed convergent research design under the mixed methods research approach. The target population in this study included teachers of community public secondary schools, heads of schools and the District Secondary Education Officer. The study sample comprised of 73 respondents in which 60 teachers were sampled through stratified and simple random sampling technique. Questionnaires and interview guides were used to collect the required data. The reliability of quantitative instruments was established through Cronbach Alpha. The validity and reliability of qualitative instruments was established through triangulation method. Quantitative data were analysed by using descriptive statistics such as frequencie...

Teachers’ Perceived Level of Knowledge on Preparation of Lesson Plans towards Facilitating Classroom Instruction in Secondary Schools in Rombo District, Tanzania

British Journal of Education

The study assessed teachers’ perceived level of knowledge on preparation of lesson plans towards ... more The study assessed teachers’ perceived level of knowledge on preparation of lesson plans towards facilitating classroom instructions in secondary schools. Systems theory was used to guide the researcher in conducting the study. The target population of the study was fifty-one secondary schools found in Rombo District. Thirteen secondary schools were sampled using simple random sampling. In each school, seven teachers were sampled through stratified random sampling technique, three Ward education officers through simple random sampling technique and thirteen heads of schools participated in the study. The study used Convergent design under mixed methods approach. Questionnaires were used to collect data from teachers, interview guide to heads of schools and Ward educational officers. Document analysis guide was used to assess lesson plans prepared by teachers. To ensure content validity of instruments two experts from Mwenge Catholic University were consulted to review the instrument...

Influence of Delegation of Responsibility in Participative Leadership Style on Improving the Quality of Education in Public Secondary Schools in Arusha Region, Tanzania

British Journal of Education

This study addressed the influence of delegation of responsibility in participative leadership st... more This study addressed the influence of delegation of responsibility in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was informed by Likert’ participative system theory. Correlation survey design was adopted to establish the influence of delegation of responsibilities on improving the quality of education. To this end two hundred and nineteen (219) respondents from 18 public secondary schools were selected based on stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three (03) district education officers, eighteen (18) heads of schools, eighteen (18) academic masters/mistresses, and one hundred and eighty, and (180) teachers. In this study data was collected by using multiple instruments such as questionnaires for teachers and academic masters/mistresses, interview schedule for district education officers and headmasters/mistresses, and...

Implementation of Strategic Plan in Influencing Academics in Public Teachers Colleges in Tanzania

Journal of Advances in Education and Philosophy

The study has examined the Influence of strategic planning in improving academics in public Diplo... more The study has examined the Influence of strategic planning in improving academics in public Diploma Teachers Colleges in Tanzania. The study used mixed research methods, under concurrent triangulation design. The purpose of using this design was to bring together the differing strengths and non-overlapping weaknesses of quantitative methods with those of qualitative methods. The sample sizes of 10 colleges out of 35 public teachers Colleges with 140 respondents out of the entire population were selected for the research. The study sample comprised 30 Department Leaders, 10 College Principals/Vice Principals and 100 tutors. The study used three sampling techniques which were simple random sampling, stratified random sampling, and convenience sampling. Data were collected through interview guide, document analysis guide; observation and questionnaires and Quantitative data were analyzed through descriptive statistics and presented using frequency, distribution tables, and percentages and inferentially using Pearson correlation. The qualitative data was summarized, coded and analyzed by the research questions. Pilot testing of the research instruments were conducted in one of the teachers' college where the targeted respondents were given a questionnaire and interview guide. The findings of the study revealed that, majority of colleges that had put a strategic plan in place and incorporate students' academic issues had made considerable value-added progress on their students' academic performance.

Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach

Integrating global and local best practices for youth development afterschool: Constructing the Kilimanjaro extracurriculars self-assessment

Cogent Education

Usability of Warnings by Heads of Schools in Enhancing Teacher Discipline in Public Secondary Schools in Biharamulo District, Tanzania

International Journal of Innovative Research and Development

This study examined the usability of warnings by school heads to enhance teachers’ discipline in ... more This study examined the usability of warnings by school heads to enhance teachers’ discipline in public secondary schools in Biharamulo District. The study was guided by Jeremy Bentham's Utilitarianism theory (1789). The study employed a convergent research design under mixed research methods. The target population was 1 District Secondary Education Officer, 1 TSC Assistant Secretary, 21 heads of schools, and 481 teachers. The study used stratified random and total population sampling techniques to determine the sample of 79 respondents. Interview guides and questionnaires were used to collect data. Face and content validity was ensured by two MWECAU research experts. Pilot testing was done in two public secondary schools. The reliability was estimated to Likert-items type using Cronbach alpha whereby r=0.784 for teachers' questionnaire. Triangulation and peer debriefing were used to ensure the reliability of the interview guide. Descriptive statistics were used to analyse q...

Extensiveness of Heads of Schools Coaching Role on Teachers’ Professional Development in Community Public Secondary Schools in Simanjiro District, Tanzania

British journal of education, Nov 15, 2022

This study was conducted to examine the extent to which heads of schools' coach teachers to impro... more This study was conducted to examine the extent to which heads of schools' coach teachers to improve their professional development in community public secondary schools in Simanjiro District, Tanzania. The study was guided by the theory of Total Quality Management (TQM). The study employed convergent research design under the mixed methods research approach. The target population in this study included teachers of community public secondary schools, heads of schools and the District Secondary Education Officer. The study sample comprised of 73 respondents in which 60 teachers were sampled through stratified and simple random sampling technique. Questionnaires and interview guides were used to collect the required data. The reliability of quantitative instruments was established through Cronbach Alpha. The validity and reliability of qualitative instruments was established through triangulation method. Quantitative data were analysed by using descriptive statistics such as frequencies, means, and percentages and presented in tables with the aid of Statistical Package for Social Science (SPSS) version 23. The qualitative data were analysed by developing themes from research questions and present them in narrative form and direct quotations. The study found out that to a small extent heads of schools perform coaching role since they have inadequate coaching knowledge which is caused by the lack of training, seminars or workshops to heads of schools. The study concluded that the extent heads of schools perform the role of coaching to improve teachers' professional development is too small. The study recommends that the government should finance both heads of schools and teachers' trainings and seminars concerning their careers for their professional development.

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

British journal of education, Jul 15, 2022

This study examined the influence of shared strategic vision in participative leadership style on... more This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education. Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students' leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in preparing a detailed school calendar system to guide teaching and learning activities for facilitating students' achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementation of education goals by ensuring that teaching strategies are guided by clear objectives for improving quality education, facilitates effective monitoring and evaluation of teaching and learning process for ensuring regular and early report of students' academic progress, increases teachers' commitment and efficiency to the attainment of students' performance especially in lesson preparation and syllabus completion. The study concluded that teacher and students' leaders are mainly implementers of the strategic vision rather than designers and thus affect the provision of quality of education. The study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.

Effectiveness of the Strategies used by School Administration in Protecting Children From Physical Abuse in Public Secondary Schools in the Kilimanjaro Region, Tanzania

British journal of education, Jul 15, 2022

This study examined the effectiveness of strategies used by school administration in protecting c... more This study examined the effectiveness of strategies used by school administration in protecting children from physical abuse in public secondary schools in the Kilimanjaro region, Tanzania. This was a study guided by the systems theory and approach by Bertalanffy, (1968). The theory articulates a set of specific structures, functions, capacities, and other related system components including input, process, and output. This study employed convergent mixed methods design which intended to collect both quantitative and qualitative data in one phase. Stratified, convenient, and purposeful sampling techniques were used to determine the study sample which consisted of 427 respondents. Questionnaires and an interview guide were used to collect the required information. The collected data were analyzed by descriptive statistics and inferentially using ANOVA. Tables, charts, narrations, and schemes of code were used to present the study findings. The study findings show that the strategies can be effective if they are used well, the most effective strategies were; Guidance and Counseling, Involvement of Stakeholders, Well informed Administration, and the Use of Child Policy, Law, rule, and reregulation. Other strategies suggested were the introduction of Life skill education, home visitation, and the use of student council. The study concluded that the strategies used by school administration in protecting children from sexual abuse are effective, however with some challenges that can be solved. The ANOVA findings conclude there are no significant differences between teachers' mean scores on rating the effective strategies used in protecting children from physical abuse based on years of experience. The study recommends Ministry of Education, Science and Technology should ensure effective and efficient use of existing strategies while ensuring close supervision and monitoring to reduce sexual abuse. But also in-service training should be done for all District Education officers, Heads masters/mistresses, and Discipline masters/mistresses, and lastly, teacher education programs in colleges and universities should be designed to ensure child protection is given priority.

Leadership Strategies in Enhancing Integration of Information and Communication Technology in Teaching and Learning in Public Teachers’ Colleges in Moshi District, Tanzania

Journal of Education and Practice, 2021

This study was conducted to investigate the leadership strategies in enhancing the integration of... more This study was conducted to investigate the leadership strategies in enhancing the integration of information and communication technology in teaching and learning of public teachers' colleges in Moshi district, Tanzania. The study was guided by Transformational Leadership Theory developed in 1978 by James McGregor Burns. The study employed a mixed research approach under which a convergent research design was used. The target population of the study was 03 public teachers' college 03 principals, 103 teacher educators, and 768 teacher trainees which make the total population of 874. Probability sampling of simple random sampling and stratified sampling techniques was used to determine the study sample. Questionnaires and an Interview Guide were used as instruments for data collection. The reliability of quantitative instruments was established through Cronbach Alpha; (r=0.92 for teacher trainees' questionnaires and r=0.90 for teacher educators' questionnaires). The results show that the extent to which leadership strategies in enhancing ICT integration were reflecting on ICT leadership approaches of ICT modeling, supporting with ICT facilities, inspiring, and evaluating the integration of ICT were positively responded by teacher educators and teacher trainees which conform with transformational leadership theory. However, other leadership strategies in enhancing ICT integration on ICT practices such as team working, encouraging ICT use, motivating, and empowering use of ICT in teaching and learning were responded contrarily by teacher educators and teacher trainees. Because of the variation of responses from teacher trainees to teacher educators, the study concluded that the extent to which the role of leadership strategies used to enhance the integration of ICT in teaching and learning was less effective. The study recommends that principals' capacity building through seminars and workshops especially on transformational and technological leadership skills could help to improve management teams' practices to enhance the integration of ICT in teaching and learning among teacher educators and teacher trainees.

Extensiveness of Teachers Motivation Strategies in Enhancing Form Four Students’ Academic Performance in Public Secondary Schools in Namtumbo District – Tanzania

International journal of education, learning and development, Nov 15, 2022

The purpose of this study was to examine the extent of teachers' motivation strategy in enhancing... more The purpose of this study was to examine the extent of teachers' motivation strategy in enhancing form four students' academic performance in public secondary schools in Namtumbo district-Tanzania. The study was guided by the theory of Transformation Supervision Theory developed by Bass, (1985). Question which guides the study is to what extent does teachers' motivation strategies enhance students' academic performance in public secondary schools in Namtumbo District? The study used convergent design under a mixed method approaches (Quantitative and Qualitative approaches). Target population of the study were 948, probability and non-probability sampling were used to get sample size of 135 respondents. The instruments for data collection were questionnaires for teachers, students, and academic masters/mistresses and interview-guide for heads of schools and WEOs. The validity of the instruments determined through content validity by expert in education from Mwenge Catholic University and face validity were viewed by a researcher. The reliability of the instruments was determined by using Cronbach Alpha which measures the consistency of the items and the results were r= 0.775 for students, r=0.757for teachers and r=0.943 for academic masters/mistresses. Qualitative data was established through triangulation. The quantitative data was analysed into frequencies, percentages, tables, and mean scores by using Statistical Package for Social Science (SPSS) version 22. Descriptive and inferential statistics were used. Hypothesis tested by using Pearson correlation at significance level of 0.05. The study found that teachers' were not much motivated by heads of schools due to lack of trainings, in-service training, workshops and seminars shortage of teaching and learning materials, shortage of facilities like laboratories and libraries. Study concluded that due to lack of implementation of motivation strategies teachers' reduced the morale of teaching and learning process in enhancing students' academic performance. The study recommended that, heads of schools find means of motivating teachers for the purpose of improving the performances in National examinations. The government should provide training to teachers, teaching and learning resources and facilities in schools.

Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania

British Journal of Education

This study was conducted to assess the adequacy of human resources on the implementation of early... more This study was conducted to assess the adequacy of human resources on the implementation of early childhood education in public pre-primary schools in Meru District Tanzania. The study was guided by the system theory developed by Ludwig Bertalafy in 1971. The study employed a convergent mixed method research design whereby probability and non- probability sampling techniques were used to select the study sample which consists of 1 DPEO, 4 WEO’s, 30 head teachers of pre-primary schools and 30 pre-primary teachers. The questionnaire, interview guide and observation guide were used in data collection. The content validity of the research instruments was determined by two research experts, one expert in assessment and evaluation and the second in Management and Planning in from MWECAU, while the reliability coefficient of 0.962 was calculated by using Cronbach’s Alpha. Quantitative data were analysed by using means, frequencies, and percentages and presented in table form with the aid o...

The Extent to Which Fee Free Basic Education Policy Has Affected the Enrollment Rate of Students in Private Secondary Schools in Rombo District, Tanzania

International journal of education, learning and development, Sep 15, 2022

The researcher intended to investigate the effects of fee free basic education policy on students... more The researcher intended to investigate the effects of fee free basic education policy on students' enrolment rate in private secondary schools in Rombo district, Tanzania. The Social Impact Theory developed by latene (1981) guided the study. Mixed methods approach under convergent design was adopted. Target population were139 teachers, 10 head of schools and 10 school board chair persons. Purposive, Simple random and stratified random sampling technique were used to obtain 52 respondents whereby 40 are teachers, 4 are head of schools and 4 are School Board Chairpersons. Instruments of data collection were questionnaires, interview guide and document analysis schedule. Validity of the research instruments was refined through the comments from experts in research, researchers' supervisors and researcher's fellow students while reliability of questionnaire for teachers was measured by Cronbach Alpha and for the reliability of qualitative data triangulation will be used. Quantitative data were analyzed using frequencies, means whereas patterns and themes were developed for the analysis of qualitative data and then independent Ttest was used to test the null hypothesis. The study found that FFE policy had caused decrease in students' enrolment in private secondary schools hence shortage of funds the results of which were hindering the implementation of various school projects. Also, the school administrators were having hard time in solving various challenges facing their schools due to insufficient funds received from school fees due to decrease in the number of students. This study concludes that the FFE policy has negatively affected the enrolment rates in private secondary schools in Rombo district which in turn has affected day to day schools' operations. Consequently, this study put forward the following recommendations for immediate effect and for further studies, management in Private Secondary schools should come up with practical survival strategies to ensure effectiveness in education delivery and the government should provide subsidies to the private secondary schools in order to cut for high running costs.

The Influence of Funds Provided by The Government on the Availability of Teaching and Learning Resources in Public Secondary Schools in Moshi District Tanzania

international journal of Education, Learning and Development

This study was guided by convergent design under mixed-method approach to explore the influence o... more This study was guided by convergent design under mixed-method approach to explore the influence of funds provided by the government on the availability of teaching and learning resources in public secondary schools in Moshi district Tanzania. The study was guided by Systems theory of Organization pioneered by Ludwig von Bertalanffy in 1969 and one research question. The target population was all public secondary schools, Public secondary school teachers, Heads of public secondary schools, Schools board chairpersons and District Education Officer of Moshi District in Kilimanjaro Region. Sampling of schools, teachers, school board chairperson and students were by both probability and non-probability sampling techniques. Instruments for data collection included Questionnaires and interview guides. After pilot testing, the reliability of the questionnaire was ensured by using the Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency rega...

Effectiveness of the Strategies used by School Administration in Protecting Children From Physical Abuse in Public Secondary Schools in the Kilimanjaro Region, Tanzania

British Journal of Education

This study examined the effectiveness of strategies used by school administration in protecting c... more This study examined the effectiveness of strategies used by school administration in protecting children from physical abuse in public secondary schools in the Kilimanjaro region, Tanzania. This was a study guided by the systems theory and approach by Bertalanffy, (1968). The theory articulates a set of specific structures, functions, capacities, and other related system components including input, process, and output. This study employed convergent mixed methods design which intended to collect both quantitative and qualitative data in one phase. Stratified, convenient, and purposeful sampling techniques were used to determine the study sample which consisted of 427 respondents. Questionnaires and an interview guide were used to collect the required information. The collected data were analyzed by descriptive statistics and inferentially using ANOVA. Tables, charts, narrations, and schemes of code were used to present the study findings. The study findings show that the strategies ...

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

British Journal of Education

This study examined the influence of shared strategic vision in participative leadership style on... more This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education. Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students’ leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in preparing a detailed school calendar system to guide teaching and learning activities for facilitating students’ achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementatio...

Effectiveness of Implemented School Development Plan in Enhancing Quality Education in Public Secondary Schools in Ulanga District, Tanzania

The study examined the effectiveness of implemented School Development Planning (SDP) in enhancin... more The study examined the effectiveness of implemented School Development Planning (SDP) in enhancing quality education a case of public secondary schools in Ulanga District. Four research questions and one null hypothesis guided the study to elucidate the perception of heads of schools on the SDP. The study was guided by convergent parallel design under mixed research approach. The target population comprised of 17 public secondary schools and 17 heads of schools. Two secondary schools were used for pilot study. While the remaining 15 public secondary schools were all involved in the study. All the 15 heads of public secondary schools were involved in the study by virtue of their position and responsibility. Questionnaires and interview guide were administered to collect relevant data for the study. The study found out that not all the schools in Ulanga District had SDP. Also, the SDPs were not highly effective in enhancing quality education since some of the elements that enhance qua...

Factors That Affect Strategic Planning Implementation in Diploma Teachers Colleges in Tanzania

International Journal of Innovative Research and Development, Nov 30, 2019

Quality education of primary and secondary schools is dependent on quality teachers who depend on... more Quality education of primary and secondary schools is dependent on quality teachers who depend on quality teachers training colleges. Despite that, colleges are service-oriented; the Government requires them to make a strategic plan to help succeed in their college activities (Medium Term Strategic Planning and Budgeting Manual, 2005). A strategic plan in teachers colleges helps the academic achievement and income-generating projects and minimizes dependency of subsidy from the Central Government. It also helps to plan for the construction and renovation of college buildings (School Construction and Maintenance Strategy-SCMS 2019). Although, the government introduced a strategic plan to Teachers Colleges for success and survival, visit inspection report for colleges conducted by quality assurance officers in June 2018 revealed that some colleges failed to prepare the strategic plan on time (Quality assurance inspection report for colleges, 2018). Incidentally, while some colleges that have strategic plans were performing better in terms of academic performance and income-generating projects, some colleges continued to have poor academic performance despite having a strategic plan. An evaluation study done by the Ministry of Education in all teacher's colleges and visit inspection reports for colleges conducted by quality assurance officers in Northern Eastern Zone Lake and Eastern zone revealed that some colleges were missing an action plan, a very important document that put the strategic plan into action.

Educational Leadership Practices in Tanzania

Extensiveness of Heads of Schools Coaching Role on Teachers’ Professional Development in Community Public Secondary Schools in Simanjiro District, Tanzania

British Journal of Education

This study was conducted to examine the extent to which heads of schools’ coach teachers to impro... more This study was conducted to examine the extent to which heads of schools’ coach teachers to improve their professional development in community public secondary schools in Simanjiro District, Tanzania. The study was guided by the theory of Total Quality Management (TQM). The study employed convergent research design under the mixed methods research approach. The target population in this study included teachers of community public secondary schools, heads of schools and the District Secondary Education Officer. The study sample comprised of 73 respondents in which 60 teachers were sampled through stratified and simple random sampling technique. Questionnaires and interview guides were used to collect the required data. The reliability of quantitative instruments was established through Cronbach Alpha. The validity and reliability of qualitative instruments was established through triangulation method. Quantitative data were analysed by using descriptive statistics such as frequencie...

Teachers’ Perceived Level of Knowledge on Preparation of Lesson Plans towards Facilitating Classroom Instruction in Secondary Schools in Rombo District, Tanzania

British Journal of Education

The study assessed teachers’ perceived level of knowledge on preparation of lesson plans towards ... more The study assessed teachers’ perceived level of knowledge on preparation of lesson plans towards facilitating classroom instructions in secondary schools. Systems theory was used to guide the researcher in conducting the study. The target population of the study was fifty-one secondary schools found in Rombo District. Thirteen secondary schools were sampled using simple random sampling. In each school, seven teachers were sampled through stratified random sampling technique, three Ward education officers through simple random sampling technique and thirteen heads of schools participated in the study. The study used Convergent design under mixed methods approach. Questionnaires were used to collect data from teachers, interview guide to heads of schools and Ward educational officers. Document analysis guide was used to assess lesson plans prepared by teachers. To ensure content validity of instruments two experts from Mwenge Catholic University were consulted to review the instrument...

Influence of Delegation of Responsibility in Participative Leadership Style on Improving the Quality of Education in Public Secondary Schools in Arusha Region, Tanzania

British Journal of Education

This study addressed the influence of delegation of responsibility in participative leadership st... more This study addressed the influence of delegation of responsibility in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was informed by Likert’ participative system theory. Correlation survey design was adopted to establish the influence of delegation of responsibilities on improving the quality of education. To this end two hundred and nineteen (219) respondents from 18 public secondary schools were selected based on stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three (03) district education officers, eighteen (18) heads of schools, eighteen (18) academic masters/mistresses, and one hundred and eighty, and (180) teachers. In this study data was collected by using multiple instruments such as questionnaires for teachers and academic masters/mistresses, interview schedule for district education officers and headmasters/mistresses, and...

Implementation of Strategic Plan in Influencing Academics in Public Teachers Colleges in Tanzania

Journal of Advances in Education and Philosophy

The study has examined the Influence of strategic planning in improving academics in public Diplo... more The study has examined the Influence of strategic planning in improving academics in public Diploma Teachers Colleges in Tanzania. The study used mixed research methods, under concurrent triangulation design. The purpose of using this design was to bring together the differing strengths and non-overlapping weaknesses of quantitative methods with those of qualitative methods. The sample sizes of 10 colleges out of 35 public teachers Colleges with 140 respondents out of the entire population were selected for the research. The study sample comprised 30 Department Leaders, 10 College Principals/Vice Principals and 100 tutors. The study used three sampling techniques which were simple random sampling, stratified random sampling, and convenience sampling. Data were collected through interview guide, document analysis guide; observation and questionnaires and Quantitative data were analyzed through descriptive statistics and presented using frequency, distribution tables, and percentages and inferentially using Pearson correlation. The qualitative data was summarized, coded and analyzed by the research questions. Pilot testing of the research instruments were conducted in one of the teachers' college where the targeted respondents were given a questionnaire and interview guide. The findings of the study revealed that, majority of colleges that had put a strategic plan in place and incorporate students' academic issues had made considerable value-added progress on their students' academic performance.

Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach

Integrating global and local best practices for youth development afterschool: Constructing the Kilimanjaro extracurriculars self-assessment

Cogent Education