International Journal of Education Foundations
International Journal of Education Foundations International Journal of Education Foundations (IJEF) will address the critical demand for a dedicated platform focused on the foundational aspects of education. These aspects include curriculum and instruction, school supervision, assessment and evaluation, educational management, educational philosophy, research, administration, and planning. IJEF is poised to significantly contribute to the academic community by promoting rigorous standards of research dissemination and scholarly discourse. Through a meticulous peer-review process, comprehensive editorial oversight, and an unwavering commitment to quality, IJEF aspires to become a leading journal in the field of education foundations. Its mission is to foster innovation, advance academic excellence, and enhance the understanding and practice of education at all levels. IJEF will be an online journal with both local and international reach.
Influence of the Amount of Funds Allocated through Capitation Grants on the Availability of Teaching and Learning Resources in Public Primary Schools in Sengerema District
This study examined the influence of the amount of funds allocated through capitation grants on the availability of teaching and learning resources in public primary schools in Sengerema District, Mwanza, Tanzania. Guided by the Resource Dependence Theory, the study employed an explanatory sequential mixed-methods design that integrated quantitative and qualitative approaches. Data were collected from 172 respondents, including the 01 District Pre and Primary Education Officer, 03 Ward Education Officers, 11 Head teachers, and 156 Teachers, using questionnaires, interviews, and documentary reviews. Quantitative data were analyzed using SPSS version 26, while qualitative data were thematically analyzed. The findings revealed that although increased funding enhances access to essential teaching and learning resources, the adequacy and timeliness of capitation grant disbursement remain major challenges. Insufficient and delayed funding led to persistent shortages of classroom materials, compelling schools to prioritize only the most basic needs while leaving out vital teaching aids. Schools with low enrolments were particularly disadvantaged due to the per-pupil funding formula, which failed to address inflation and mid-year enrolment changes. From the perspective of Resource Dependence Theory, the study highlights how dependence on external funding creates vulnerability, forcing schools to adopt coping strategies such as reallocating funds, borrowing from suppliers, or relying on parental contributions. The study concludes that effective teaching and learning cannot be achieved without timely, sufficient, and well-managed financial support. It recommends that the government should increase capitation grant amounts, ensure timely disbursement, revise the per-pupil funding formula, strengthen financial management capacity at the school level, and enhance accountability mechanisms. Schools are further encouraged to diversify resource mobilization to reduce over-dependence on government funding.
Copyright (c) 2026 Victoria Temba, Michaela Mhagama, Raymond Ndomba (Author) https://creativecommons.org/licenses/by-nc/4.0
Impact of School Feeding Programs on Student Retention in Public Secondary Schools: A Case Study of Nyamagana District, Mwanza, Tanzania
The aim of this paper was to evaluate the impact of school feeding programs on students’ retention in public secondary schools in Nayamagan district, Mwanza-Tanzania. The study was guided by the Self-Determination Theory developed by Edward L. Deci and Richard M. Ryan. A mixed research approach and an explanatory sequential design were employed. This study was guided by self-determination theory. The Self-Determination Theory (SDT), was developed by Deci and Ryan in the 1980s. The target population included 53,643 people in which the sample size of 208 respondents was determined. Data collection tools included questionnaires and interview guides. Validity was ensured through face and content validation, while reliability coefficients were 0.85 for the teachers’ questionnaire and 0.66 for the students’ questionnaire. Quantitative data were analysed using SPSS version 26 and descriptive statistics, while qualitative data were thematically analysed and presented narratively. The study found that school feeding programs in public secondary schools significantly enhance student retention by improving attendance, reducing dropouts, and boosting classroom participation, particularly among students from low-income families. It concluded that school meals are vital not just for nutrition but also for academic success and long-term school engagement. The study recommended institutionalizing these programs through sustainable government funding, infrastructure development, stakeholder involvement, and complementary initiatives like school gardens, especially in food-insecure areas.
Copyright (c) 2026 Victoria Ingi, Michaela Mhagama, Demetria Mkulu (Author) https://creativecommons.org/licenses/by-nc/4.0
An Assessment of School Management Committees’ Utilization of the Facility Financial Accounting and Reporting System (FFARS) in Monitoring Financial Expenditures: A Case of Kyerwa Public Primary Schools in Kagera, Tanzania
This study aimed to assess School Management Committee (SMC) members’ participation in using the Facility Financial Accounting and Reporting System (FFARs) to monitor financial expenditures in public primary schools. The study was guided by Agency Theory as articulated by Jensen and Meckling in the 1970s. Moreover the qualitative approach was used under the case study design, with purposive sampling technique. Data were collected from 20 SMC members across four public primary schools selected in Kyerwa, Tanzania, through interviews, focus-group discussions, and documentary review. The head teachers, school committee chairpersons, teachers, and parents were included as respondents of SMC. Also, trustworthiness was addressed to ensure credibility, dependability, transferability, and confirmability of study findings. However, the findings show that SMCs’ effective use of FFARs is constrained by centralized system control, limited training, and lack of direct access, which often downgrades members to passive roles in financial oversight. The study concluded that, without inclusive capacity building and policy reform, SMCs will remain marginalized in school financial governance, undermining participatory accountability. It recommended that, mandatory inclusive training for all SMC members, expanded access to FFARs, strict adherence to FFARs guidelines, and structural revisions to committee roles. If implemented, these measures can empower SMCs to take more active, informed roles in financial management, improve transparency in expenditure approvals, and thereby enhance the quality of education.
Copyright (c) 2026 Sweetbert Rwiza, Raymond Ndomba, Demetrius Njiku (Author) https://creativecommons.org/licenses/by-nc/4.0
Evaluating The Effectiveness of Implementing Trainee Motorcycle Riders' Curriculum on Road Safety: A Systematic Review of Recent Studies
This systematic review evaluates the effectiveness of vocational institutes in implementing pre-service programmes for motorcycle riders; drawing from studies published between 2020 and 2026. The review focuses on how vocational institutes’ instructors inculcate positive attitudes among riders toward passenger safety. A comprehensive search across databases (PubMed, Scopus, Web of Science, and Google Scholar) and gray literature sources yielded 12 relevant empirical studies from the United States, the United Kingdom, Nigeria, Zambia, South Africa, Kenya, and Tanzania. Narrative synthesis revealed moderate success in fostering passenger safety attitudes (55–80 percent improvement) through interactive instructor-led methods. Findings highlight resource constraints and coordination gaps in low- and middle-income settings as key barriers, contrasting with higher effectiveness in resource-rich environments. The review underscores the need for infrastructure investment, culturally tailored attitude modules, and formalized authority partnerships to enhance vocational institutes’ impact on reducing motorcycle-related fatalities.
Copyright (c) 2026 Joram Kabelinde, Daniel O. Onyango, Prospery M. Mwila (Author) https://creativecommons.org/licenses/by-nc/4.0
Generative Artificial Intelligence in Higher Education: A Literature Review of Students’ Usage and Academic Integrity
Generative artificial intelligence has rapidly become part of higher education learning environments. Students increasingly rely on applications such as ChatGPT to complete academic tasks and to support comprehension of complex content. This literature review examined patterns of student use of generative artificial intelligence its effects on academic integrity and the effectiveness of university policies that regulate such use. The review was guided by the Technology Acceptance Model which explains adoption through perceived usefulness and ease of use. A systematic literature review following the PRISMA framework was conducted using Google Scholar ERIC Web of Science and Scopus. The search covered empirical studies published between 2022 and 2025 and resulted in the inclusion of 22 peer reviewed studies. The findings show extensive student use of generative artificial intelligence for learning support and assignment preparation. The findings also show clear effects on academic integrity including challenges related to authorship originality and assessment credibility. University policies and practices have been introduced to address these challenges though effectiveness remains limited due to inconsistent implementation and limited staff and student capacity. The review concludes that generative artificial intelligence has reshaped academic practices while placing pressure on existing assessment systems. Stronger alignment between policy assessment design and ethical guidance is necessary to support responsible use of generative artificial intelligence in higher education.
Copyright (c) 2026 Emmanuel Temba, Prospery M. Mwila, Daniel O. Onyango (Author) https://creativecommons.org/licenses/by-nc/4.0
Pedagogical and Assessment Competence of Early Childhood Teachers: A Systematic Literature Review
Early childhood education plays a central role in shaping children’s cognitive, social, emotional, and language development, with lasting implications for later learning. This study systematically reviewed empirical evidence on teachers’ pedagogical and assessment competence in early childhood education and the influence of policy and institutional frameworks on classroom practice. Guided by the PRISMA framework, a broad search was conducted across major academic databases whereby a total of 128 studies were identified, of which 17 met the inclusion criteria. The review was theoretically anchored in the Pedagogical Content Knowledge framework, which conceptualizes effective teaching as the integration of content knowledge, pedagogy, learner understanding, and assessment. Findings indicate that strong pedagogical competence enables teachers to implement child-centered instructional practices that support holistic development, while assessment competence facilitates continuous monitoring of children’s progress using developmentally appropriate methods. However, evidence reveals persistent gaps in teachers’ ability to apply competence-based and authentic assessment approaches, particularly in contexts with limited professional support. Policy and institutional frameworks were found to influence practice, though implementation is often constrained by resource limitations and inadequate training. The study emphasizes the need for sustained professional development, supportive institutional conditions, and alignment between policy expectations and classroom realities to enhance early childhood education quality.
Copyright (c) 2026 Blanka Damas, Prospery M. Mwila, Daniel O. Onyango (Author) https://creativecommons.org/licenses/by-nc/4.0
Teacher Resource Center Professional Development and the Advancement of Digital Teaching Skills among Public Primary School Teachers: Insights from Kaliua District, Tanzania
This study aimed to investigate how professional development programs offered through Teacher Resource Centers (TRCs) contribute to the advancement of digital teaching skills among public primary school teachers in Kaliua District, Tabora, Tanzania. The Context, Input, Process, and Product (CIPP) Evaluation Model and the Technology Acceptance Model (TAM) guided the study. A mixed-methods approach was adopted, employing an explanatory sequential design. Quantitative data were collected from 98 teachers using structured questionnaires and analyzed using SPSS Version 28, applying descriptive statistics. Qualitative data were gathered from TRC coordinators, Head Teachers, Ward Education Officers, and the District Education Officer through interviews and analyzed thematically. The total sample comprised 109 participants drawn from a target population of 374, using stratified, simple random, and purposive sampling techniques. Validity was ensured through expert reviews and pilot testing, establishing both content and face validity. Reliability was confirmed using Cronbach’s Alpha, with acceptable values recorded (α = 0.704). The findings revealed that TRC-based professional development was relevant and practical. Yet, irregular training sessions, limited equipment, and the absence of follow-up support hindered its effectiveness. The study concluded that TRC professional development programs effectively enhanced teachers’ digital teaching skills through relevant, hands-on training. However, limited resources, irregular sessions, and lack of follow-up reduced sustainability. It is recommended that structured mentoring and refresher programs be introduced, training content be localized, and teacher participation be incentivized through recognition and professional development credits.
Copyright (c) 2026 Paul Joseph, Patrick Ategwu Ogar, Raymond Ndomba (Author) https://creativecommons.org/licenses/by-nc/4.0
The influence of classroom infrastructure on teachers' job performance in public pre-primary schools in Shinyanga district, Tanzania
This study aimed to examine the influence of classroom infrastructure on teachers' job performance in public pre-primary schools in Shinyanga district, Tanzania. The study was guided by the System Theory developed by biologist Ludwig Von Bertalanffy in the 1950s. A mixed research approach and an explanatory sequential research design were employed. The sample size included 102 teachers, 10 head teachers, 3 Ward Education Officers, 1 District Quality Assurance Officer, 1 Statistics and Logistics Officer, and 1 District Education Officer. Data collection methods included questionnaires, face-to-face semi-structured interviews, non-participant observations, and documentary reviews. A pilot study was conducted to assess the reliability of the data collection instruments. The results of Test 1 showed an average reliability coefficient of 0.76, which was consistent with the results of Test 2. Quantitative data from questionnaires were analysed using SPSS version 23, and descriptive statistics were used for data presentation. Qualitative data from interviews were analysed thematically. The study findings indicate that classroom infrastructure has a significant impact on teachers' job performance. Teachers believe that having adequate classrooms boosts their motivation and dedication to teaching by creating a conducive and supportive setting. The research suggests that well-designed, spacious, and properly ventilated classrooms not only enhance teacher morale but also facilitate effective classroom management and enable the implementation of various teaching methods. It is recommended that teachers play an active role in identifying and addressing physical deficiencies in their classrooms, such as insufficient furniture, inadequate classroom layout, and a lack of teaching resources.
Copyright (c) 2026 Niarira Tearirwa, Clara Rupia, Patrick Ategwu (Author) https://creativecommons.org/licenses/by-nc/4.0
Influence of Application of Management Information System (MIS) on Administration of Private Polytechnics in Benue State, Nigeria
The study invested the influence of application of Management Information System (MIS) on the administration of Private Polytechnics in Benue State, Nigeria. The purpose of the study was to investigate influence of application of MIS on administration of Private Polytechnics in Benue State, Nigeria. Two research questions guided the study and two hypotheses were tested. The design adopted for the study was descriptive survey design. The population comprised of 788 staff in four accredited Private Polytechnics in Benue State, Nigeria. The sample size was 315 or 40% of 788 staff in four accredited Private Polytechnics in Benue State Nigeria. The instrument for data collection was a questionnaire titled: ‘‘Management Information System and Administration Questionnaire (MISAQ)’’. The questionnaire was made up of 10 items. Each variable carries 5 items. It was validated by three experts, two experts in Educational Management in the Department of Educational Foundations and one expert in the Department of Science and Mathematics Education, Faculty of Education, Benue State University Makurdi. The instrument was trial tested using 30 staff in two Private Polytechnics using Cronbach Alpha and reliability coefficient of 0.86 was found. The collected data was analyzed using the descriptive statistics of mean scores and standard deviation to answer the research questions while Ch-square was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that application of MIS has significant positive influence on communication and personnel management in Private Polytechnics in Benue State, Nigeria. The study concluded that application of MIS has significant positive influence on the administration of Private Polytechnics in Benue State, Nigeria. It was recommended that proprietors and rectors of Private Polytechnics in Nigeria should ensure the proper use of effective communication in personnel management by using MIS tools such as telephones and computers. This would help in achieving the objectives of Private Polytechnics in Nigeria.
Copyright (c) 2026 Donatus Peter Ochai, Genesis Onah Agbudu (Author) https://creativecommons.org/licenses/by-nc/4.0
Relationship between Improved School Water, Sanitation, and Hygiene (SWASH) Facilities and Pupils’ Learning Quality in Public Primary Schools in Meatu District, Simiyu-Tanzania
This paper examined the relationship between improved school water, sanitation, and hygiene (SWASH) facilities and pupils’ learning quality in public primary schools in Meatu district, Simiyu region, Tanzania. The study was guided ecological systems theory which was developed by Urie Bronfenbrenner in 1979. The study adopted a quantitative approach using a descriptive survey design. From a target population of 80,999, a sample of 230 respondents was selected which included 97 teachers and 133 pupils were selected through stratified and simple random sampling. The sample size for teachers and pupils was determined using Yamane’s formula (1967). The proportional distribution of participants per school was determined using Bowley’s formula, resulting in detailed sample sizes for teachers and pupils across 13 schools. Data collection instruments included questionnaires and structured observations, with reliability coefficients of 0.7 for pupils’ and 0.9 for teachers’ questionnaires. Data were analyzed using with descriptive statistics, frequency and tables with the help of SPSS version 26. The results revealed that improved SWASH facilities showed a strong positive correlation with quality learning (r = .643, p < .01) and a moderate correlation with pupils’ attendance and learning experiences (r = .248, p = .004). This indicates that better water, sanitation, and hygiene significantly enhance both attendance and academic outcomes in primary schools. The study concluded that improved SWASH facilities are essential for supporting consistent pupil attendance and quality learning in public primary schools. The study recommended that schools provide clean, well-maintained, and gender-sensitive sanitation facilities, along with safe drinking water and hygiene education. It also urged stronger collaboration with communities and stakeholders to ensure sustained improvements and broader educational support.
Copyright (c) 2026 Masigati P. Mayau, Prospery Mwansa Mwila, Daniel Oduor Onyango (Author) https://creativecommons.org/licenses/by-nc/4.0
Parents’ Socioeconomic Factors and Students’ Engagement in Learning in Tanzania: A Systematic Review of the Mediating Role of School Lunch Programs
This systematic literature review examined the relationship between parents’ socioeconomic factors, school lunch programs, and students’ engagement in learning in Tanzanian government secondary schools. Guided by the PRISMA 2020 framework, the review analyzed empirical studies published between 2015 and 2025 to assess the mediating role of school lunch programs in addressing socioeconomic disparities in learning engagement. Studies were sourced from Scopus, ERIC, JSTOR, Web of Science, PubMed, ResearchGate, and Google Scholar. A total of 42 peer-reviewed studies met the inclusion criteria, including 17 empirical studies conducted in Tanzania.The synthesis was informed by Bronfenbrenner’s Ecological Systems Theory and Maslow’s Hierarchy of Needs, focusing on parents’ socioeconomic factors income, education, occupation, and household living conditions and students’ engagement in learning. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT, 2018). Findings indicate that parental socioeconomic conditions significantly influence students’ learning engagement, particularly attendance, concentration, and classroom participation. School lunch programs were found to play a critical mediating role by reducing hunger-related absenteeism, enhancing cognitive readiness, and promoting equitable learning opportunities. Evidence from sub-Saharan Africa, including Tanzania, demonstrates that school lunch programs help mitigate the adverse effects of low parental income and food insecurity on students’ engagement. However, the effectiveness of these programs is often constrained by inconsistent policy implementation and limited community contributions. The review concludes that integrating well-resourced and consistently implemented school lunch programs into the education system is essential for improving students’ engagement in learning and reducing inequalities rooted in socioeconomic disadvantage.
Copyright (c) 2026 Dellvine B. Koka, Prospery M Mwila, Clara Rupia (Author) https://creativecommons.org/licenses/by-nc/4.0
Blended Learning, Student Engagement and Learning Outcomes: Evidence from Universities in Uganda
This study examines the effects of blended learning and student engagement on learning outcomes among university students in Uganda, addressing persistent gaps in empirical evidence from developing country contexts. Using cross-sectional survey data and ordinary least squares regression with robust standard errors, the analysis tests three null hypotheses concerning the independent and joint effects of blended learning and student engagement on learning outcomes. The results provide strong evidence against all three null hypotheses. Blended learning exhibits a positive and statistically significant effect on learning outcomes (β = 0.320, p < 0.01), while student engagement in blended courses also demonstrates a positive and significant influence (β = 0.309, p < 0.01), confirming their independent contributions. The joint effect of blended learning and student engagement is also positive and significant. The full model is highly significant (F(12,400) = 97.25, p < 0.001), with explanatory power improving marginally following the inclusion of control variables (R² increases from 0.629 to 0.645), indicating model stability. The age of the student, time management, and institutional support are identified as positive determinants of learning outcomes, while highlighting gender and weekend programme disparities. The study findings extend empirical knowledge on blended learning effectiveness and provide policy-relevant evidence for strengthening engagement driven instructional strategies in Ugandan universities.
Copyright (c) 2026 James Kizza , Nakku Maria Elizabeth Mirembe, Mubiru Pontious, Kato Fredrick, Aber Prisca (Author) https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of Instructional Materials in Promoting Reading, Writing, and Arithmetic Skills in Standard One and Two Pupils in Misungwi District, Mwanza-Tanzania
This study aimed to evaluate the effectiveness of instructional materials in promoting reading, writing, and arithmetic skills in standard one and two pupils in Misungwi District, Mwanza-Tanzania. The study employed mixed research approach and explanatory sequential design. Data was collected using questionnaires and interviews. Quantitative data were analyzed using SPSS version, while qualitative data were subjected to thematic analysis to identify recurring patterns. The study found that well-trained teachers, continuous professional development, and availability of age-appropriate instructional resources significantly enhance pupils’ mastery of reading, writing, and arithmetic in Standard One and Two. However, challenges such as overcrowded classrooms, limited parental involvement, inadequate teaching materials, and language barriers hinder effective learning of the 3Rs. The study concluded that instructional resources and skilled teaching are essential in promoting foundational literacy and numeracy skills, but must be supported by improved learning environments and home-school collaboration. It is recommended that the government and education stakeholders invest in teacher training, resource provision, and community engagement to strengthen 3Rs mastery among early grade pupils.
Copyright (c) 2026 George Mabuki, Prospery Mwansa Mwila, Patrick Ategwu (Author) https://creativecommons.org/licenses/by-nc/4.0
Montessori Classroom Design and Development of Self Directed Learning Behaviour in Private Pre Primary Schools
The study’s objective was to assess the influence of Montessori Classroom design on development of self-directed learning behavior in private pre-primary schools in Mwanza city. The study was guided by the self‑determination theory developed by Deci & Ryan, which emphasizes autonomy, competence and relatedness, the research explores how key elements of the Montessori approach foster self‑directed learning. The study employed a qualitative research approach where an intrinsic case‐study design was used. Moreover, the study targeted a population of 240 individuals and purposively sampled 30 participants (3 school managers, 3 head teachers, 24 classroom teachers). Data were collected through interviews, classroom observations and document analysis. All aspects of trustworthiness in qualitative research were considered. The data were analyzed and presented through thematic analysis. The findings revealed that a well-prepared Montessori environment with accessible manipulative, choice opportunities, orderly layout and a facilitative teacher role, significantly contributes to the development of learners; autonomy, competence, relatedness and intrinsic motivation which all of them are key aspects of self-directed learning behavior. The study concluded that when properly implemented, Montessori pedagogy holds substantial potential to nurture self‑directed learning in early childhood settings. Thus, the study recommended that pre-primary schools should adopt Montessori-inspired classroom designs that promote self-directed learning by creating child-centered, well-organized and aesthetically appealing environments. Additionally, teachers should receive training on maintaining and adapting these environments to effectively nurture autonomy, decision-making and intrinsic motivation and a sense of responsibility among learners.
Copyright (c) 2026 Gemma Abel, Frank Mwamakula, Patrick Ategwu (Author) https://creativecommons.org/licenses/by-nc/4.0
Community Support on School Feeding Programs to Enhance Learning Outcomes for Primary Schools’ Pupils with Intellectual Impairments in Tabora District, Tanzania
This study examined the effect of community support for school feeding programs on learning outcomes of pupils with intellectual impairments in primary schools in Tabora District, Tabora Region-Tanzania. The study was guided by Joyce Epstein’s Theory of Overlapping Spheres of Influence (1990s). The study employed mixed research approach with explanatory sequential design. The sample size of the study was 153 respondents selected using purposive, stratified, and simple random sampling techniques to ensure representativeness. The data was collected using questionnaires, interview and focus group discussion. The analysis of data was done using SPSS version 26 for quantitative data while qualitative data were thematically analysed. The study revealed that community support significantly enhances school feeding programs, leading to improved nutrition, concentration, attendance, and learning outcomes for pupils with intellectual impairments, though inconsistent engagement and limited awareness remain challenges. Teachers and participants emphasized the need for stronger collaboration and targeted education to increase parental involvement and program inclusivity. It was recommended that schools and stakeholders should organize regular awareness campaigns and workshops to educate communities about the specific needs of pupils with intellectual impairments to foster meaningful support. Additionally, strengthening partnerships between communities and government agencies is essential to ensure sustainable funding, transparent resource allocation, and effective program monitoring.
Copyright (c) 2026 Charles Kalelanda, Demetrius Njiku, Clara Rupia (Author) https://creativecommons.org/licenses/by-nc/4.0
The Influence of School Environment on Learning Outcomes of Students with Mobility Impairment in Public Secondary Schools in Sengerema District, Mwanza-Tanzania
This study evaluated the influence of school environment on learning outcomes of students with mobility impairment in public secondary schools in Sengerema District, Mwanza-Tanzania. The study used the Classical Liberal Theory of Equal Opportunity which was developed by Sherman and Wood (1982). This study employed a mixed research approach and an exploratory sequential design. Data were gathered through questionnaires and semi-structured interviews to the sample of 165 selected through purposive, stratified, and simple random sampling methods. Reliability of instruments were ensured through expert reviews and the split-half method, achieving a reliability coefficient of 0.9. Data analysis involved SPSS version 26 for quantitative responses and thematic analysis for qualitative data. The study found that many inclusive public secondary schools in Sengerema District face significant challenges in supporting students with mobility impairment due to poor infrastructure, inadequate teaching materials, limited support services, and insufficient teacher training. While some efforts have been made to foster inclusive school environments, gaps in funding, awareness, and administrative prioritization continue to hinder full participation and academic success for these students. The study concluded that school environment significantly influences the learning experiences of students with mobility impairments, and without comprehensive improvements, true inclusivity remains unattainable. The study recommended that the government and education stakeholders should invest in accessible infrastructure, continuous teacher training, and support services to ensure equitable learning opportunities for all students.
Copyright (c) 2026 Dickson Shitungulu, Daniel Onyango, Frank Mwamakula (Author) https://creativecommons.org/licenses/by-nc/4.0
The Role of Teachers' In-Service Training Programs in Enhancing Students' Competence-Based Learning Outcomes in Public Secondary Schools: A Case Study of Geita District, Geita-Tanzania
This paper intended to examine the role of teachers’ in-service training programs in enhancing students’ competence-based learning outcomes in public secondary schools in Geita district, Geita region in Tanzania. This study used Maslow’s Theory of Human Motivation which was developed by Abraham Maslow in 1943. The study employed a mixed-methods and explanatory sequential design, Moreover, the study used sample of 105 respondents who were selected through both probability and non-probability sampling techniques. Data was collected using questionnaire and interview. Furthermore, reliability coefficient through Cronbach’s Alpha was 0.733. Quantitative data were analyzed using SPSS (version 26), while qualitative data were analyzed thematically. The findings illustrated that most teachers have participated in in-service training, which has positively influenced their use of competence-based teaching strategies, particularly in enhancing student engagement and motivation. However, challenges such as infrequent training, lack of practical alignment with classroom needs, limited assessment skills, and insufficient follow-up support were evident. The study concluded that while in-service training significantly contributes to the implementation of competence-based learning, its impact is constrained without continuous support, relevance, and practical application. It was recommended that a structured and ongoing professional development system be established, including regular follow-ups, coaching, and classroom-based support. Training should also be contextually relevant, practically oriented, and equitably accessible to ensure effective implementation of competence-based education across schools.
Copyright (c) 2026 Aron M. Nkuku, Demetria Mkulu, Frank Mwamakula (Author) https://creativecommons.org/licenses/by-nc/4.0
Don Bosco’s Educational Pedagogy and the Maintenance of Student Discipline in Secondary Schools in Tanzania
This study examined the role of Don Bosco’s educational pedagogy in maintaining student discipline in Tanzanian secondary schools, emphasizing the reasoning processes that guide student behavior. Guided by a pragmatic worldview, the research employed a mixed-methods approach with a concurrent triangulation design (QUAN + QUAL) to collect and analyze quantitative and qualitative data simultaneously. The study was conducted in four purposively selected Don Bosco secondary schools in Moshi, Dodoma, Shinyanga, and Iringa, representing both early and recent implementations of the Preventive System across diverse socio-cultural contexts. The sample comprised 399 participants, including heads of schools, academic and discipline teachers, students, and parents. Data were collected through structured questionnaires, semi-structured interviews, focus group discussions, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically.Findings reveal that Don Bosco’s pedagogy fosters discipline through preventive strategies, promotion of respect, fairness, moral and ethical guidance, learning from mistakes, and positive student-teacher relationships. Both teachers and students perceive the pedagogy as effective in reducing behavioral infractions and promoting self-regulated, responsible, and ethical conduct. Variations in teacher consistency and the application of empathetic measures indicate that effectiveness depends on uniform implementation and teacher preparedness. A statistically significant relationship was observed between the application of the Preventive System and reduced indiscipline (Pearson χ² = 16.496, p = 0.00), confirming its influence on student behavior. The study recommends continuous teacher professional development, reinforcement of preventive and reflective practices, and integration of moral guidance to sustain long-term discipline and holistic student development. These findings provide insights into applying value-based pedagogical approaches for behavior management in Tanzanian secondary schools.
Copyright (c) 2026 Anthony O. Achondo, Prospery M Mwila, Michaela Mhagama (Author) https://creativecommons.org/licenses/by-nc/4.0
Information and Communication Technology (ICT) and Management of Functional Education Among Internally Displaced Teenagers in Benue State
Information and Communication Technology (ICT) makes dynamic changes in society. It is influencing all aspects of life. The influence is felt in education as ICT provides functional education to learners in all learning situations including teenagers in internally displaced camps. The study was to find out if ICT was a determinant of managing functional education among teenagers in IDP camps in Benue State, Nigeria. The study employed descriptive survey research design. One research question guided the study. One hypothesis was formulated and tested at 0.05 level of significance. The population of the study comprises 229,227 teenagers from 10 Internally Displaced Persons Camps in Benue State (State Emergency Management Agency, 2021). 289 respondents out of the population were sampled. Self structured rating scale titled “Information and Communication Technology and Functional Education Management Rating Scale (ICTFEMRS)” was used for data collection. Findings were that; ICT was a to a high extent positive determinant of managing functional education among teenagers in the area of study. Recommendations were that; education stakeholders should ensure that education is managed towards producing teenagers with requisite skills knowledge and values through ICT relevant to the 21st century. ``
Information and Communication Technology (ICT)
Management of Functional Education and Internally Displaced Teenagers
Copyright (c) 2026 Fanan Abigail GIRE, Udayi Eucharia Alorye Ogar (Author) https://creativecommons.org/licenses/by-nc/4.0
Academic Staff Work Performance in Tanzania’s Public and Private Universities: A Systematic and Comparative Review
This study presents a systematic literature review of academic staff performance in private and public universities in Tanzania, focusing on teaching and research productivity and community services that significant differences exist in the performance outcomes between the two universities categories, namely public and private. Guided by the Human Capital Theory (HCT), the review analyzed empirical and conceptual studies published between 2019 and 2025. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review synthesized empirical studies published between 2019 and 2025. A quantitative comparative design using independent samples t-tests was employed to examine variations in research and teaching indicators. The findings reveal statistically significant differences in research-related outputs, including international publications and research project participation. However, statistically significant differences were observed in teaching-related indicators such as supervision load and course units taught. The reveal the institutional governance structures that shape academic productivity patterns across Tanzania’s higher education system.
Copyright (c) 2026 Namnyaki Saimon, Prospery M Mwila, Kalafunja Osaki (Author) https://creativecommons.org/licenses/by-nc/4.0
The Importance of Learning French in An Anglophone Country: The Case of Tanzania
This paper examines the significance of learning the French language in Tanzania, an Anglophone nation with increasing participation in regional and international affair. Through qualitative document analysis, the study explores the cultural, economic, educational, and diplomatic roles of French in Tanzanian context. It further investigates how French learning complements Tanzania’s effort to promote Kiswahili as a Pan-African language. Findings show that multilingual proficiency specifically in Kiswahili, English, and French strengthens regional integration, increases academic and employment opportunities, and enhances Tanzania’s engagement in global institution such as the African Union (AU), United Nation (UN), and Organization Internationale de la Francophone (OIF). The study concludes that French is not a competitor to Kiswahili; rather, it is strategic asset that supports Tanzania’s national and continental ambition.
Copyright (c) 2026 Victor Mpoyo Kalume (Author) https://creativecommons.org/licenses/by-nc/4.0
Efficiency of Resource Utilisation under the Force Account Approach in Managing Public Secondary School Infrastructures in in Kishapu District, Tanzania
This study examined the efficiency of resource utilisation under the Force Account approach in managing public secondary school infrastructures in Kishapu District, Tanzania. Reintroduced by the Tanzanian government in 2016, the Force Account aims to enhance cost-effectiveness, transparency, and community participation in school construction and maintenance. Guided by Project Management Theory (PMT), the study employed a mixed-methods design, integrating quantitative and qualitative approaches to collect data from 149 participants, including education officers, school heads, bursars, teachers, and community members. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis. Findings revealed that although the Force Account has expanded school infrastructure and reduced procurement delays, inefficiencies persist due to weak supervision, limited technical skills, and inadequate transparency. Poor material management, political interference, and insufficient monitoring mechanisms further constrained resource efficiency. The study concludes that the Force Account remains a valuable model for community-based infrastructure management, but its success depends on strong institutional capacity and effective governance. It recommends continuous training for school administrators and education officers, participatory monitoring and open financial reporting to promote transparency, and the adoption of digital oversight tools to strengthen accountability and sustainability. The study contributes to policy and theoretical discourse by demonstrating how the principles of Project Management Theory can guide efficient and transparent management of educational infrastructure in developing contexts.
Copyright (c) 2025 Specioza Rusasa, Prospery Mwansa Mwila, Raymond Ndomba (Author) https://creativecommons.org/licenses/by-nc/4.0
Tanzania Teachers’ Union Motivation Strategies in Promoting Teachers’ Professionalism in Public Primary Schools in Nyamagana District, Mwanza – Tanzania
This study examined the motivation strategies provided by the Tanzania Teachers Union to teachers, which influence teacher’s professionalism in public primary in Nyamagana District, Mwanza -Tanzania. The study was guided by Human Capital Theory developed by Gary Becker in 1964. The study adapted a mixed research approach and an embedded design. The study involved 111 participants. Both probability and non-probability sampling were used; stratified and simple random sampling ensured fair representation of male and female teachers, while purposive sampling selected school leaders and TTU officials for their expertise. Data were collected using questionnaires for teachers and semi-structured interviews with key officials. The instruments were validated and reliable, with a correlation coefficient of 0.956, and the reliability of qualitative data was based on trustworthiness. The researcher analysed quantitative data using descriptive statistics with the help of SPSS version 26 and qualitative data were organized into themes and analysed thematically. The findings found that teachers’ motivation and professionalism can improve if TTU sets up school-level rewards and recognition to value good work, explains its support efforts more clearly, and lets teachers share their views on what motivates them. It also shows that head teachers should encourage teamwork, peer support, and creativity in schools, even where resources are limited, to keep teachers engaged and motivated. The study recommends to strengthen motivation among teachers and improve professionalism, TTU should implement school-level rewards and recognition programs to appreciate outstanding teachers. These strategies can boost morale and inspire others to improve. Moreover, TTU needs to communicate its motivation efforts more clearly to its members, ensuring teachers understand how they benefit. Teachers should have power in shaping motivation strategies by sharing their preferences and needs. At the school level, head teachers should promote a culture of collaboration, peer support, and creativity, even in resource-limited environments, to keep teachers engaged and motivated.
Copyright (c) 2025 Slyvester Mayala, Raymond Ndomba, Frank Mwamakula (Author) https://creativecommons.org/licenses/by-nc/4.0
Actualizing School Heads’ Instructional Supervision for Teachers’ Job Effectiveness in Public Secondary Schools in Misungwi District, Mwanza - Tanzania
This study examined how school heads’ instructional supervisory skills influence teachers’ job effectiveness in public secondary schools in Misungwi District, Mwanza Region, Tanzania. The study was guided by Fayol Administrative Management Theory (1949). The study adapted a mixed research approach and an explanatory sequential design.The study involved two hundred and four (204) teachers who were selected through stratified sampling technique and eleven (11) head of schools who were selected purposively. The questionnaire was used to collect quantitative data from teachers while the interview collected qualitative data from the head of schools. The instruments were validated and reliable, with a correlation coefficient of 0.81, and the reliability of qualitative data was based on trustworthiness. The researcher analysed quantitative data using descriptive statistics with the help of SPSS version 26 and qualitative data were organized into themes and analysed thematically. The findings found that heads of schools’ instructional supervision skills and practices enable school heads to oversee teachers, make the teachers use appropriate methods of teaching and assessing the acquisition of knowledge, skills and attitude. The study recommends the need for educational stakeholders including the government through the the Ministry of Education, Science and Technology (MoEST) to maintain instructional supervision and develop communicative leadership practices. Educational leaders were also recommended to conduct continuous management and supervision seminars and training programs to teachers as well as giving productive feedback to teachers.
Copyright (c) 2025 Sesilia Alfred Kavishe, Patrick Ategwu Ogar, Daniel Odour Onyango (Author) https://creativecommons.org/licenses/by-nc/4.0
An Evaluation of Teaching Strategies Used in Teaching and Learning in Public Pre-Primary Schools in Sikonge District, Tabora-Tanzania
This study aimed to evaluate teaching strategies used in teaching and learning in public pre-primary schools in Sikonge District, Tabora-Tanzania. The study was guided by Constructivist Learning Theory founded by Jean Piaget (1970) and later expanded by Lev Vygotsky (1978). This study employed mixed research approach with an explanatory sequential design. The study used the sample size of 97 respondents including 81 teachers using stratified and simple random sampling, 11 head teachers, 4 WEOs and 1 DEO which were selected using purposive sampling. Data were gathered through questionnaires, interviews, and observation. The validity of instruments was conducted using face and content validity while the reliability coefficient of 0.769. Research instruments were analysed SPSS version 26 for quantitative data and thematic analysis for qualitative findings. The study found that teachers in public pre-primary schools use various interactive teaching strategies such as play-based learning, storytelling, real objects, group work, outdoor activities, and question-and-answer strategies which enhance children's engagement, communication, critical thinking, and overall learning. Despite limited resources, teachers creatively adapt these strategies to suit learners' needs, although challenges like overcrowded classrooms, lack of materials, and insufficient training persist. The study recommends increased government and stakeholder support through regular teacher training and provision of adequate teaching materials. It also calls for improved infrastructure, reduced class sizes, and safe outdoor spaces to enhance the quality of early childhood education.
Copyright (c) 2025 Rose Raphael, Frank Mwamakula, Georgina Mugisha (Author) https://creativecommons.org/licenses/by-nc/4.0
A Critical Assessment of Strategies for Enhancing Graduate Employability in Nyamagana District, Tanzania: Policy Gaps and Practical Solutions
Global shifts in economic structures and technological advancements have left many developing nations grappling with a mismatch between educational outputs and labor market needs. In Tanzania’s Nyamagana District, the issue of graduate unemployment persists despite efforts to reform university curricula and foster entrepreneurship. This study critically evaluates these strategies, arguing that the prevailing focus on soft skills and curriculum reform is insufficient without addressing broader systemic challenges, such as weak industrial development, underfunded technological infrastructure, and inconsistent policy execution. The research, grounded in Human Capital Theory, utilizes qualitative data from interviews with university graduates, employers, and policymakers to explore the intersection of education, policy, and employability. Findings suggest that while curriculum changes and skill development are necessary, they cannot independently resolve graduate unemployment without concurrent policy reforms andincreased investment in the country's economic sectors. Recommendations emphasize systemic change, including stronger government-industry collaboration, targeted foreign direct investment (FDI) in high-skill industries, and better integration of technology in higher education.
Copyright (c) 2025 Protas Sambagi, Michaela Mhagama, Demetria Mkulu (Author) https://creativecommons.org/licenses/by-nc/4.0
Preparing Competent Students in Public Secondary Schools: Teachers’ Perceptions on the Implementation of the 2023 Education and Training Policy in Tarime Town Council, Mara-Tanzania
This paper explored teachers’ perceptions on implementing the 2023 edition of the 2014 Education and Training Policy in preparing competent students in public secondary schools in Tarime Town Council in Mara region, Tanzania. This study employed qualitative approach with case study design. A purposive sample of 17 participants was selected. Data were collected using semi-structured interviews and document analysis. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability measures including member checking, thick descriptions, consistent procedures, audit trails, and peer review. The findings indicate that teachers generally support the implementation of the 2023 education policy, recognizing its potential to enhance student competence through vocational training, new subjects, ICT integration, and student-centered approaches. However, significant challenges such as inadequate resources, insufficient teacher training, and limited infrastructure hinder effective implementation and the realization of the policy’s intended outcomes. The study concluded that addressing resource shortages and providing adequate teacher training are essential for the successful implementation of the 2023 education policy. The study recommended that the government and stakeholders invest in infrastructure development and continuous professional development programs to support effective policy execution.
Implementation of the 2023 Edition of the 2014
The Effect of Sports Activity Scheduling on Students’ Academic Achievement in Public Secondary Schools in Bukoba District, Kagera-Tanzania
This paper assessed the effect of sports activity scheduling on students’ academic achievement in public secondary schools in Bukoba District, Kagera-Tanzania. This study adopted a mixed-methods approach with an explanatory sequential design, involving a total sample of 197 participants. Sampling procedures included purposive sampling, stratified and simple random sampling. Data collection instruments included questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS with descriptive statistics such as frequencies and percentages, while qualitative data were analyzed thematically to identify key patterns and explanations. The study found that the majority of both teachers and students perceive sports scheduling in public secondary schools as positively influencing academic performance, concentration, and classroom behavior, especially when scheduled weekly and outside core academic hours. However, challenges such as student fatigue and scheduling conflicts persist, particularly in resource-limited schools, highlighting the need for improved planning and infrastructure. The study recommended that schools should enhance coordination between academic and sports departments to ensure sports activities are scheduled without disrupting critical learning periods. Education authorities should support under-resourced schools by investing in infrastructure, providing scheduling tools, and training staff to implement balanced, student-centered extracurricular programs.
Copyright (c) 2025 Tulindwa A. L. Ntembelea, Demetrius Njiku, Felista Tangi (Author) https://creativecommons.org/licenses/by-nc/4.0
Instructional Supervision and Quality Assurance Practices in English Language Teaching: Evidence from Rural Tanzanian Secondary Schools
Instructional supervision and quality assurance (ISQA) are critical for improving teaching effectiveness and learning outcomes, yet their impact on English Language Teaching (ELT) in rural Tanzanian secondary schools is under-researched. This study aimed to assess the effectiveness and challenges of ISQA practices in enhancing ELT in public secondary schools in Sikonge District, Tabora Region. A mixed-methods design was employed, combining quantitative and qualitative approaches to capture both measurable trends and contextual insights. The study involved 120 participants, including 10 school heads, 5 district quality assurance officers, 25 English teachers, and 80 students. Data were collected through structured questionnaires and semi-structured interviews. Reliability and validity were ensured through pre-testing, triangulation, and systematic coding of qualitative data, while ethical approval was obtained and participants’ confidentiality maintained. Findings revealed that ISQA practices particularly lesson plan supervision, classroom observation, and student assessment monitoring enhanced teachers’ pedagogical competence, classroom management, and interactive teaching strategies. Regular, constructive supervisory feedback promoted reflective practice and professional accountability. However, challenges such as inadequate resources, shortage of qualified supervisors, irregular supervision, and weak communication limited effectiveness. Proactive institutional leadership and supportive policy frameworks were identified as key factors in sustaining ISQA outcomes. The study concludes that ISQA can significantly improve ELT in rural schools when integrated with adequate resources, professional development, and participatory supervision models. Recommendations include targeted supervisor training in pedagogical coaching and subject-specific methodologies, improved resource allocation, decentralization of supervision responsibilities, and alignment of policy frameworks to transform ISQA from a compliance-focused exercise into a developmental tool that promotes equitable, high-quality English language instruction.
Copyright (c) 2025 Josephine Kinyero, Kalafunja Osaki, Prospery M. Mwila (Author) https://creativecommons.org/licenses/by-nc/4.0
Perceived Challenges of ICT-Supported Knowledge Management in Tanzanian Higher Education Institution
The integration of information and communication technologies (ICTs) into knowledge management (KM) is essential for effective knowledge processes in higher education; however, significant barriers continue to hinder optimal use in many African contexts. This study examines perceived barriers to ICT adoption and their impact on KM effectiveness in Tanzanian universities, applying the Technology Acceptance Model (TAM) as its analytical lens. A cross-sectional, mixed-methods design was employed, combining quantitative survey data from 350 students with qualitative insights from interviews, focus group discussions, and document reviews involving institutional stakeholders. Descriptive findings indicate that weak internet connectivity (72%), limited ICT infrastructure (65%), and frequent electricity disruptions (56%) were the most prevalent barriers, alongside outdated systems, inadequate technical support, and low digital competence. To test the relationship between barriers and KM effectiveness, a chi-square test of goodness of fit was conducted, revealing a statistically significant difference in the distribution of reported barriers, χ²(6, N = 350) = 412.57, p < .001. Poor internet connectivity and limited access to ICT resources were particularly predominant and exerted the strongest influence on KM outcomes, supporting H₁ that perceived barriers significantly affect KM in Tanzanian higher education institutions. The findings indicate that these barriers reduce both perceived usefulness and perceived ease of use, slowing ICT adoption and encouraging reliance on informal alternatives, such as WhatsApp. The study recommends coordinated investment in ICT infrastructure, digital literacy programs, responsive technical support, and institutional ICT governance to enhance KM practices, foster innovation, and strengthen Tanzanian universities’ role in global knowledge networks.
Copyright (c) 2025 Jacquiline M. Ndanu, Prospery M. Mwila, Kalafunja M. Osaki (Author) https://creativecommons.org/licenses/by-nc/4.0