AN INVESTIGATION OF CONTRIBUTING FACTORS TO
IMPARTING QUALITY EDUCATION IN ELCT- IRINGA
DIOCESAN SECONDARY SCHOOLS
Andendekisye . M. Ngogo
A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree
of Master of Mission and Community Development (MMCD) of Tumaini
University, Iringa University College
October, 2012
CERTIFICATION
I, the undersigned, do certify that I have read and hereby recommend for acceptance by
the Tumaini University research thesis entitled: An Investigation of Contributing
Factors to Imparting Quality Education in ELCT-Iringa Diocesan Secondary
Schools, in partial fulfillment to the requirement for award of the degree of Master of
Mission and Community Development of Tumaini University.
Supervisor………………………………………………………
Dr. MAFU, S.T.
Date……………………………………………………………..
i
DECLARATION AND COPYRIGHT
I, Andendekisye .M. Ngogo, declare that this thesis is my own original work and that it
has not been presented and will not be presented to any other University for a similar or
any degree award
Signature: _____________________________________________
Date: ___________________________________________________
©
This thesis is a copyright material protected under Berne Convention, the Copyright Act,
1999 and other international and national enactments, in that behalf, on intellectual
property. It may not be reproduced by any means in full or in part, except for short
extracts in fair dealings, for research or private study, critical scholarly review or
discourse with an acknowledgement, without the written permission of the Tumaini
University.
ii
ACKNOWLEDGEMENT
I thank the Almighty God for empowering and granting me a healthy breath that enabled
me to successfully complete my Master degree studies of Mission and Community
Development.
I am most grateful to the ELCT-Iringa Diocese for giving me permission and sponsoring
my entire study cost, my gratitude is extended to the General Secretary and Image
secondary school staff.
I would like to extend my sincere and heartfelt gratitude to my supervisor, Dr. Mafu,
S.T. for his constructive and sound gears towards completion of this work. When I was
stuck he revived me by a promising gear which showed me the way forward.
I wish also to give thanks to Tumaini University at Iringa for giving me a room to study
and by giving me a supervisor to assist me. I cannot forget all Lecturers who worked
hand in hand with me in completing my work.
I will not forget the General Secretary and Training Officer, Headmasters of schools,
teachers and students who responded my questionnaires. Also, I extend my thanks to
Joseph Uhemba, Lexon Ngusulu, Stephen Ngalika, Amelye Longo, Shadrack Kikoti and
the driver Abas Kimbe who travelled with me in supervision of data collection. I have
also honoured those I did not mention.
I also feel indebted to convey my kiss to my wife Melina Maginga Ngogo for
encouraging and travelling with me during data collection. Parallel to my wife, I was
pleased by my children Micky, Kissa, Joyness and Rachel by a hag when I returned
home tired from the University.
iii
DEDICATION
I dedicate this work to my LORD Almighty, the LORD of love, the Provider, Guider,
Counselor, Comforter and my Shepherd (Bible verse: Psalm 23).
I dedicate this work to my parents, the late father Michael Mwakimokole Ngogo and my
mother Kisakyake Sumuni Sanga for setting my foundation in education up to this level.
I dedicate this work to my wife Melina Maginga Ngogo and my children Micky, Kissa,
Joyness and Rachel.
I also extend my dedication to my relatives and all friends in Christ who prayed for my
studies.
iv
LIST OF ABBREVIATIONS
CRDB
Cooperative Rural Development Bank
CSSC
Christian Social Services Commission
EFA
Education for All
ELCT
Evangelical Lutheran Church in Tanzania
FCUBE
Free Compulsory Universal Basic Education in Ghana
Idem
The same person
i.e.
That is
MOEVT
Ministry of Education and Vocational Training
NECTA
National Examination Council of Tanzania
NGOs
Non –Government Organizations
Op. cit
Opera citato: in the work cited
PEDP
Tanzania’s Primary Education Development Plan
SPSS
Statistical Package for Social Sciences
TAMONGSC Tanzania Managers and Owners of Non-Government
Schools and Colleges
UNICEF
Vol.
United Nations of International Children Educational Fund
Volume
v
ABSTRACT
The study presents an investigation of contributing factors to imparting quality education
in ELCT-Iringa Diocesan Secondary schools. The study mainly focused on the
objectives of the study which were to investigate the factors which contribute to
teachers’ exodus, to examine the availability of teaching and learning facilities in
imparting secondary education to students in the study area, to find out the reasons for
the loss of self -study morale among secondary students and to find out the mechanisms
employed to combat the problems of teachers’ exodus, lack of teaching and learning
facilities and the loss of self-study morale among secondary students.
The study was carried out in only six schools out of seven for one was closed by the
Zonal Educational Inspectorate Office. These schools are located in Kilolo, Iringa rural
and Kilombero Districts.
The sample was obtained by simple random and purposive sampling where a total of
200 respondents were involved. These were classified as 2 top leaders from the Diocese,
6 head of schools, 40 teachers and 152 students.
The questionnaires were distributed among respondents, interviews and observations
took place. The data collected were both primary and secondary data and the data
collected was analyzed using SPSS. The study employed both qualitative and
quantitative approaches.
The research topic comprises of six chapters: Chapter One: Introduction; Chapter Two:
Literature review; Chapter Three: Research methodology; Chapter Four: Presentation of
findings; Chapter Five: Interpretation and discussion of the findings and Chapter Six:
Summary, Conclusion, Recommendation and Suggestion for further studies.
vi
The findings revealed that the teachers’ exodus existed in the six Diocesan secondary
schools. The teaching and learning facilities were made available to the researcher.
However, some schools lacked facilities like text books and laboratory apparatus. Loss
of self-study morale among secondary students was obvious and hence increased poor
performance (see table 4.3.4.14(i) and 4.3.4.14(ii) page 87 to 88 and page 89
respectively). Moreover, some factors for teachers’ exodus were as challenging as they
included weaknesses in the school administration and poor teaching and learning
environment. Both teachers and students misconduct affected the provision of quality
education.
The ELCT-Iringa Diocese was observed to be keen to changing school administration in
order to promote quality teaching and learning environment in the Diocesan secondary
schools. The school administration was regarded as an engine and the heart of the school
development. Moreover, teachers and students were observed to be satisfied with the
teaching and learning school environment.
Recommendations are given to individual teachers, school administration, ELCT-Iringa
Diocese and the Government. Suggestions for further research have been outlined for
education stakeholders to work on in order to improve the provision of quality
education.
Lastly, there is need for teachers to have seminars on what it really means to be an
employee of the ELCT-Iringa Diocese.
vii
TABLE OF CONTENTS
Certification………………………………………………………….…..……………………….i
Declaration and Copyright ........................................................................................................ ii
Acknowledgement…… ............................................................................................................ iii
Dedication ……………………………………………………………………............................iv
List of abbreviations ................................................................................................................... v
Abstract……………. .................................................................................................................vi
Table of contents ………………………………………………………………………………viii
List of tables…………………………………………………………………………………….xiv
List of figures………………………………………………………………………………….xvii
CHAPTER ONE: BACKGROUND INFORMATION OF THE STUDY .............................. 1
1.1
Introduction ..................................................................................................... 1
1.2
Background to the problem ............................................................................. 1
1.3
Statement of the problem ................................................................................ 5
1.4
Objectives of the study .................................................................................... 7
1.4.1
General objective............................................................................................. 7
1.4.2
Specific objectives........................................................................................... 7
1.5
Research questions .......................................................................................... 8
1.6
Scope of the study .......................................................................................... 8
1.7
Significance of the study ................................................................................. 8
CHAPTER TWO: LITERATURE REVIEW ......................................................................... 10
2.1
Introduction ................................................................................................... 10
2.2
Theoretical rreview ....................................................................................... 10
2.2.1
Definitions of concepts.................................................................................. 10
2.2.2
Theories gguiding the study .......................................................................... 14
2.3
Empirical rreview .......................................................................................... 19
2.3.1
Factors contributing to exodus of teachers .................................................... 19
2.3.2
Availability of teaching and learning facilities ............................................. 21
2.3.3
Students’ learning mind set ........................................................................... 22
viii
2.3.4
School administration.................................................................................... 23
2.3.5
School culture................................................................................................ 24
2.3.6
Teaching and learning eenvironment ............................................................ 26
2.3.7
Role of owners of schools ............................................................................. 28
2.3.8
Attitude of community towards quality education ........................................ 29
2.4
Mechanisms employed to combat the problem of teachers exodus, lack of
teaching and learning facilities and loss of students self-study morale ........ 30
2.4.1
Teachers exodus ............................................................................................ 30
2.4.2
Availability of teaching and learning facilities ............................................. 31
2.4
Research gap ................................................................................................. 32
2.5
Conceptual framework .................................................................................. 33
CHAPTER THREE: RESEARCH METHODOLOGY......................................................... 35
3.1
Introduction ................................................................................................... 35
3.2
Research design ............................................................................................. 35
3.3
Description and justification of the study area .............................................. 36
3.4
Population and sample size ........................................................................... 36
3.5
Sampling procedure....................................................................................... 36
3.6
Data sources and collection ........................................................................... 37
3.7
Methods of data collection ............................................................................ 37
3.8
Data analysis ................................................................................................. 38
3.9
Research limitations ...................................................................................... 38
3.10
Ethical issues ................................................................................................. 38
CHAPTER FOUR: PRESENTATION OF FINDINGS ......................................................... 39
4.1
Introduction ................................................................................................... 39
4.2
Demographic characteristics of respondents ................................................. 40
4.2.1
Classification of respondents ........................................................................ 40
4.2.2
Gender distribution of heads of schools ........................................................ 41
4.2.3
Marital status of the heads of schools in the selected schools ...................... 42
4.2.4
Gender distribution of teacher respondents ................................................... 43
ix
4.2.5
Educational level of teacher respondents ...................................................... 43
4.2.6
Marital status of teacher respondents ............................................................ 44
4.2.7
Age distribution of teacher respondents ........................................................ 45
4.2.8
Gender distribution of student respondents ................................................... 46
4.2.9
Students respondents subjects bias ............................................................... 47
4.3
Contributing factors to imparting quality education ..................................... 48
4.3.1
Availability of teachers ................................................................................. 49
4.3.2
Reasons for teachers’ exodus ........................................................................ 52
4.3.2.1
Poor school administration ............................................................................ 53
4.3.2.2
Poor teaching and learning environment ....................................................... 53
4.3.2.3
Low teachers’ salaries ................................................................................... 54
4.3.2.4
Joining government employment .................................................................. 55
4.3.2.5
Search for job security................................................................................... 55
4.3.2.6
Opportunity for further studies ...................................................................... 56
4.3.2.7
Teachers’ misconduct .................................................................................... 56
4.3.2.8
Lack of binding contract ............................................................................... 57
4.3.2.9
Lack of motivation ........................................................................................ 58
4.3.2.10
Peer and family pressure ............................................................................... 58
4.3.2.11
Teachers laziness at work place .................................................................... 59
4.3.3
Availability of teaching and learning facilities ............................................. 60
4.3.3.1
Presence of library services in schools .......................................................... 61
4.3.3.2
Response of teachers on availability of enough text books .......................... 61
4.3.3.3
Visits to school library in a week by both teachers and students .................. 63
4.3.3.4
Availability of school laboratories ................................................................ 64
4.3.3.5
Availability of enough apparatus in school laboratories ............................... 66
4.3.3.6
Performing actual practical in science subjects............................................. 67
4.3.3.7
Sitting for actual practical in final national examinations............................ 68
4.3.3.8
The use of teaching and learning aids in classrooms .................................... 69
4.3.3.9
Availability of classrooms ............................................................................ 70
x
4.3.3.10
Availability of furniture for all students ........................................................ 71
4.3.3.11
Number of meals per day .............................................................................. 72
4.3.3.12
Availability of dormitories ............................................................................ 73
4.3.4
Students’ learning mind set ........................................................................... 74
4.3.4.1
Electricity problem ........................................................................................ 75
4.3.4.2
Parental influence .......................................................................................... 76
4.3.4.3
Peer influence ................................................................................................ 77
4.3.4.4
Lack of students’ seriousness ........................................................................ 77
4.3.4.5
Teaching and learning environment .............................................................. 78
4.3.4.6
Students’ laziness .......................................................................................... 80
4.3.4.7
School extra curriculum ................................................................................ 81
4.3.4.8
Students’ misconduct .................................................................................... 82
4.3.4.9
English language problem ............................................................................. 82
4.3.4.10
Teaching and learning facilities .................................................................... 83
4.3.4.11
Teachers’ professional ethics ........................................................................ 84
4.3.4.12
Impact of globalization................................................................................. 85
4.3.4.13
Poor academic background ........................................................................... 85
4.3.4.14
Students academic performance .................................................................... 86
4.3.4.15
The art of reading books................................................................................ 89
4.4
Other contributing factors to imparting quality education ............................ 90
4.4.1
School administration.................................................................................... 90
4.4.2
School culture................................................................................................ 92
4.4.3
Role of owner of schools ............................................................................... 92
4.4.4
Teaching and learning environment .............................................................. 93
4.4.5
Attitude of community towards imparting quality education ....................... 94
4.4.5.1:
External influence from parents .................................................................... 94
4.4.5.2
External influence from politicians ............................................................... 95
xi
4.5
Mechanisms employed to combat the problem of teachers’ exodus, lack of
teaching and learning facilities and loss of self-study morale among
secondary students......................................................................................... 95
4.5.1
Teachers’ exodus ........................................................................................... 95
4.5.1.1
Salary adjustment ......................................................................................... 96
4.5.1.2
Motivation to teachers ................................................................................... 97
4.5.1.3
Strengthening school administration ............................................................. 98
4.5.1.4
Recruitment of new teachers ......................................................................... 99
4.5.1.5
Teachers contracts ......................................................................................... 99
4.5.2
Lack of teaching and learning facilities ...................................................... 100
4.5.3
Students’ loss of self-study morale among secondary students .................. 101
4.5.4
Strategies to improve quality education ...................................................... 102
CHAPTER FIVE: INTERPRETATION AND DISCUSSION OF THE FINDINGS ....... 103
5.1
Introduction ................................................................................................. 103
5.2
Recapitulation f the research objectives ...................................................... 103
5.2.1
Objective One: To investigate the factors which contribute to teachers’
exodus…………………………………………………………………….103
5.2.1.1
School administration.................................................................................. 103
5.2.1.2
Teaching and learning environment ............................................................ 107
5.2.1.3
Teachers’ salaries ........................................................................................ 108
5.2.1.4
Teachers’ misconduct .................................................................................. 108
5.2.1.5
Peer and family pressures ............................................................................ 109
5.2.2
Objective Two: To examine the availability of teaching and learning
facilities in imparting secondary education to students in the study area ... 110
5.2.3
Objective Three: To find out the reasons for the loss of self-study morale
among secondary students ........................................................................... 111
5.2.4.
Objective Four: To find out the mechanisms employed to combat the
problems of teachers’ exodus, lack of teaching and learning facilities and
loss of self-study secondary among students .............................................. 115
xii
5.2.4.1
Teachers’ exodus ......................................................................................... 115
5.2.4.2
Lack of teaching and learning facilities ..................................................... 115
5.2.4.3
The loss of self-study morale among secondary students ........................... 116
CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS ............... 117
6.1
Introduction ................................................................................................. 117
6.2
Summary ..................................................................................................... 117
6.3
Conclusion................................................................................................... 118
6.4
Recommendations ....................................................................................... 120
6.4.1
To individual teachers ................................................................................. 120
6.4.2
To school administration ............................................................................. 120
6.4.3
ELCT-Iringa Diocese .................................................................................. 120
6.4.4
To the Government...................................................................................... 121
6.5
Suggestions for further research .................................................................. 122
REFERENCES…………………………………………………………………………...…….123
APPENDICES
………………………………………………………………………..….….128
Appendix I:
Table showing the population and sample size................................... 128
Appendix II:
Classification of respondents .............................................................. 128
Appendix III:
Number of students in each selected school ...................................... 129
Appendix IV:
A Questionnaire to students ........................................................................... 129
Appendix V:
A Questionnaire to teachers ........................................................................... 133
Appendix VI:
A Questionnaire to head of schools ............................................................... 138
Appendix VII:
A Questionnaire to ELCT-Iringa Diocesan administration ........................... 142
xiii
LIST OF TABLES
Table: 1:1
Number of secondary schools in Tanzania Mainland since 2005-2009 .. 2
Table 1:2
Statistics of Examination results from 2009 – 2011 ................................... 6
Table 4.2.1
Classification of respondents ....................................................................... 41
Table 4.2.2
Gender distribution of heads of schools ..................................................... 42
Table 4.2.3
Marital status of the heads of schools in the selected schools ................. 42
Table 4.2.4
Gender distribution of teachers .................................................................... 43
Table 4.2.6
Marital status of teacher respondents .......................................................... 45
Table 4.2.8
Gender distribution of students .................................................................... 47
Table 4.3.1.1
Educational level of all teachers in the selected schools .......................... 49
Table 4.3.1.2
Educational levels of all teachers in each school ...................................... 50
Table 4.3.1.3
Response from head of schools .................................................................. 50
Table 4.3.1.4
Responses from teacher respondents ........................................................ 51
Table 4.3.1.5
Response from student respondents ........................................................... 51
Table 4.3.2
Teachers’ exodus in ELCT-Iringa Diocesan secondary schools ............ 52
Table 4.3.2.1
Teachers’ responses on poor school administration ............................... 53
Table 4.3.2.2
Poor teaching and learning environment ................................................... 54
Table 4.3.2.3
Teachers’ responses on low teachers’ salaries .......................................... 54
Table 4.3.2.4
Joining Government employment .............................................................. 55
Table 4.3.2.5
Search for job security ................................................................................. 56
Table 4.3.2.6
Opportunity for further studies ................................................................... 56
Table 4.3.2.7
Teachers' misconduct ................................................................................... 57
Table 4.3.2.8
Lack of binding contract .............................................................................. 58
Table 4.3.2.9
Lack of motivation ....................................................................................... 58
Table 4.3.2.10
Peer and family pressures ............................................................................. 59
Table 4.3.2.11
Teachers' laziness at work place .................................................................. 60
Table 4.3.3.1
Presence of Library services in schools ...................................................... 61
xiv
Table 4.3.3.2 (i)
Response of teachers on availability of enough text books ..................... 62
Table 4.3.3.2 (ii)
Response of students on availability of enough text books ..................... 62
Table 4.3.3.3
Visits to school library in a week by both teachers and students ............ 63
Table 4.3.3.4
Availability of school laboratories .............................................................. 65
Table 4.3.3.5
Availability of enough apparatus in school laboratories .......................... 66
Table 4.3.3.6
Perform actual practical in science subject ................................................ 68
Table 4.3.3.7
Sitting for actual practical in final national examinations........................ 68
Table 4.3.3.8
The use of teaching and learning aids in classroom.................................. 69
Table 4.3.3.9
Availability of classrooms ............................................................................ 71
Table 4.3.3.10
Availability of furniture for all students ..................................................... 71
Table 4.3.3.11
Meals per day ................................................................................................ 73
Table 4.3.3.12
Availability of dormitories ........................................................................... 74
Table 4.3.4.1
Electricity problem ........................................................................................ 76
Table 4.3.4.2
Parental Influence .......................................................................................... 76
Table 4.3.4.3
Peer influence ................................................................................................. 77
Table 4.3.4.4
Lack of students' ............................................................................................ 78
Table 4.3.4.5
Teaching and learning environment ............................................................ 78
Table 4.3.4.6
Students' laziness ........................................................................................... 81
Table 4.3.4.7
School extra curriculum ................................................................................ 81
Table 4.3.4.8
Students' misconduct ..................................................................................... 82
Table 4.3.4.9
English language problem ............................................................................ 83
Table 4.3.4.10
Teaching and learning facilities ................................................................... 84
Table 4.3.4.11
Teachers’ professional ethics ....................................................................... 84
Table T4.3.12
Impact of globalization................................................................................. 85
Table 4.3.4.13
Poor academic background .......................................................................... 86
Table 4.3.4.14
Students' academic performance ................................................................. 87
Table 4.3.4.14 (i)
National Form Four examination results 2007-2011 ................................ 87
Table 4.3.4.14 (ii) National form six examination results 2007-2012 .................................... 89
Table 4.3.4.15
The art of reading books ............................................................................... 90
xv
Table 4.4.1.1
Students’ response on school administration ............................................ 91
Table 4.4.1.2
Teachers’ response on school administration ............................................ 91
Table 4.4.2
School culture (ethical issues) ..................................................................... 92
Table 4.4.3
Support from owner of schools .................................................................. 93
Table 4.4.4
Teaching and learning environment ............................................................ 94
Table 4.4.5.1
External Influence from Parents .................................................................. 94
Table 4.4.5.2
External influence from politicians ............................................................. 95
Table 4.5.1.1 (i)
Salary adjustment ........................................................................................... 96
Table 4.5.1.1(ii)
Variation of teachers’ basic salaries in schools A, B, C,D,E and F ........ 97
Table 4.5.1.2
Motivation to teachers................................................................................... 98
Table 4.5.1.3
Changes of school administration ............................................................... 99
Table 4.5.1.5
Teachers' contracts ...................................................................................... 100
Table 5.2.3. 1
Image Form Four Examination results in 2010 ...................................... 113
Table 5.2.3. 2
Form Four Examination Results 2011 ...................................................... 113
xvi
LIST OF FIGURES
Figure. 2.2.1
Contributing factors to quality teaching and learning ............................. 12
Figure: 2.5
Conceptual framework of quality education.…………..……..………34
Figure 4.2.5
Educational level of teacher respondents ................................................... 44
Figure 4.2.7
Age distribution of teacher respondents .................................................... 46
Figure 4.2.9
Students’ subject bias ................................................................................... 48
Figure 4.3.3.3
Students studying in Library ....................................................................... 64
Figure 4.3.3.4
Chemistry Laboratory .................................................................................. 65
Figure 4.3.3.5
Laboratory apparatus.................................................................................... 67
Figure 4.3.3.8
Shows the teaching and learning aid .......................................................... 70
Figure 4.3.3.10
Students using stools during cclassroom sessions ................................... 72
Figure 5.2.1 (i)
The first Headmaster’s office at Image secondary school ................... 105
Figure 5.2.1 (ii)
The second Headmaster’s office at Image secondary school ............... 106
Figure 5.2.1 (iii)
The third Headmaster’s office at Image secondary school ................... 107
xvii
CHAPTER ONE
BACKGROUND INFORMATION OF THE STUDY
1.1
Introduction
This Chapter presents the background to the problem, statement of the problem,
objectives of the study which included the general and specific objectives, research
questions, scope of the study and the significance of the study.
1.2
Background to the problem
In the last twenty (20) years teaching was among the royal professions. It was among the
most respected professions in any community in this country. Teachers were regarded as
stepping stones. Concerning this, Duguga says:
Tanzania gave a priority to secondary education immediately after
independence because civil servants needed a high school diploma to
hold an office under the ruling part of Tanganyika African National
Union (TANU). By then each region had at least one or more secondary
school(s) usually in urban. In the 1960s and 1970s private schools
(Missionary and NGOs) were nationalized by the government and
became public schools under the slogan of free and universal education
(Duguga, 2011:2).
Since 1980s great demand for secondary education has forced the government to allow
private schools to help meet the great demand for secondary education in Tanzania. In
addition, there is little difference noted in the quality education in Tanzania’s private and
public schools of which some people advocate for private schools to be better off in
provision of quality education (ibid).
The increased number of secondary schools has resulted into increased enrollment and
inequality between the availability of trained teachers to be employed by both
government and private schools and the availability of facilities leading to poor provision
of quality education.
1
According to Chediel, Sekwao and Kirumba (2010), the increased number of secondary
schools from 2005 to 2009 is as follows:
Table: 1:1 Number of secondary schools in Tanzania Mainland: 2005-2009
Year
Government owned schools
Private owned schools
Total
2005
1,202
543
1,745
2006
1,690
599
2,289
2007
2,806
679
3,485
2008
3,039
759
3,798
2009
3,282
819
4,102
Source:
MOEVT data (2005-2009)
From the above data there is tremendous increase of secondary schools in Tanzania
between 2005 to 2009 years. The question may arise as to whether the country is well
equipped in terms of teachers, infrastructures and the teaching and learning facilities to
provide quality education.
Chediel, et al (idem) said: “In 1998, Iringa Region had 49 secondary schools of which
34 were private schools and 15 were public schools” (idem). Nyahi, The Regional
General Secretary of Tanzania Heads of Secondary Schools Association (TAHOSSA)
reported during the Iringa Region Headmasters/Headmistress’ meeting. Today Iringa
Region has 246 secondary schools of which 7 are government schools, 174 Community
schools, 61 private schools and 4 Seminaries (Personal phone communication, July,
2012)
2
The Missionaries who came to the Evangelical Lutheran Church in Tanzania (ELCT) Iringa Diocese were from German and Sweden. The core mission of Missionaries was
to preach the word of God. Apart from preaching the word of God, they also educated
people. They opened schools of different levels such as kindergartens and primary
schools. Examples of such schools were at Ilula, Pommern, Ipalamwa, Idete and
Ihimbo. Pommern was the only middle school in ELCT-Iringa Diocese which is now a
secondary school.
The ELCT-Iringa Diocese was inaugurated in 1987. According to Diocesan
Constitution (1987), Iringa Diocese developed a Diocesan vision of serving its people
in a holistic manner based on the Bible saying: “I have come that they may have life,
and have it to the full (Jn 10: 10b)”. Iringa Diocese exists to witness, live a Christian
life, fellowship and to serve the people created in the image of God, spiritually,
mentally, physically and economically. In respect to its core mission of preaching the
word of God, the Diocese has been involved in other diaconal activities such as health
issues of which today it owns seven dispensaries and Ilula Hospital, Huruma Center for
Orphans and Lutheran Center. In education ELCT – Iringa Diocese has founded
Kindergarten, Secondary schools and Tumaini University at Iringa. The Diocese owns
seven
secondary
schools
namely:
Pommern,
Mtera,
Malecela,
Ipalamwa,
Bomalang’ombe, Image and Lutangilo.
In order to fulfill its mission, ELCT-Iringa Diocese has employed staff like Doctors for
Dispensaries and Hospital, teachers for schools and other workers to perform various
duties in different areas within the Iringa Diocese. In this case it has no choice but deal
with various challenges pertaining to workers who always try to compare their working
conditions with those in other places.
The ELCT- Iringa Diocese has been involved in the provision of education to its people
since 1987. It has faced several challenges in imparting quality education, such as
3
teachers’ exodus, lack of teaching and learning facilities, loss of students’ morale
towards self-study and pressure from the community which include politicians and
parents.
In order to impart quality education qualified and competent teachers, students’
readiness and teaching- learning facilities are required. Exodus of teachers from one
school to another affects the process of learning. Also, availability of teaching and
learning facilities have both
positive or negative
impact in imparting quality
education not only for the schools of the Evangelical Lutheran Church of Tanzania –
Iringa Diocese but all over the country.
In the course of executing education plans to its people, the Diocese needs human
capital, students, and teaching and learning facilities. It has to be noted that these three
elements are inseparable for effective teaching and learning. Furthermore, the Diocese
has encountered some challenges of teachers’ sway from time to time, students’ loss of
self – study and lack of teaching and learning facilities. All these three have significant
effect to imparting quality education.
Teachers have a specific role in imparting knowledge to students. Sometimes, some
schools have enough teaching facilities yet they have no teachers to impart knowledge
to students. From this understanding, teaching facilities alone cannot replace teachers.
In addition, teaching -learning facilities which include text books and teaching aids has
been replaced by Lecture and Theoretical teaching and learning. No wonder, in present
classroom situation, teachers do not use teaching –learning aids facilities which
stimulate students in learning environments. Teachers’ creativity has drastically gone
down with regards to making teaching and learning facilities. Hence it affects the entire
process of imparting knowledge to its people.
4
Today, many people are concerned about the quality of graduates when they enter into
the human resource market in Tanzania and somewhere else in this world. People
question their viability at work. The spirit of self- reliance has gone down. The revival
of it needs research so that those who complete a certain level of education should be
able to either be employed and work effectively or be self- employed.
Hence, this study attempts to investigate the contributing factors to imparting quality
education and the initiatives used to combat the problem
1.3
Statement of the problem
The ELCT-Iringa Diocese has been involved in providing education to its people since
it was inaugurated in 1987. For many years now the Diocese has been spending a lot of
financial resources in training and recruiting new employees to either expand the need
due to increased number of schools or increased demand of people or filling the gap
created by teachers’ exodus. Normally, such teachers have been absconding without
any notice regardless of being sponsored by the Diocese. This has been causing a lot of
pain for the unproductive spent money on them which could have been used for other
mission work of the Diocese.
However, in spite of various efforts to retain teachers such as having contracts yet the
exodus has been persistently going on to date. In many cases even students sponsored
by the Diocese do not come back to serve the Diocese after completing a certain level
of education for example University level. This act has sometimes tempted the
Diocesan leaders to stop helping people and resort in recruiting teachers from the
teachers’ market resource.
Furthermore, lack of teachers has sometime caused the change in students’ mind set.
Students have lost the spirit of self-study and have indulged themselves in non-
5
academic activities such as watching video shows or listening to music of the new
generation famously known as Bongoflavour.
Also in many schools teaching and learning has been so theoretical. Teachers teach
without using appropriate teaching and learning facilities. In such classroom situation
students learn through rote learning or abandon science subjects altogether. In this case
the Diocese has experienced great pain in providing quality education of which students
seem to have lost track towards scientific development and the number of students
taking science subjects has been dropping every year. Alternatively, the government
through the National Examination Council of Tanzania (NECTA) has thought of
introducing “Alternative to Practical” during form four final examinations. Really, a
country without human capacity for science will end up adopting technology like
adopting children (NECTA 2009-2011).
ELCT-Iringa Diocese is of no exception; its secondary schools have been facing
problems of teachers’ exodus, as well as lack of teaching and learning facilities such as
text books, chemical and apparatus. The loss of self-study morale among students has
resulted into poor performance adding to increased number of students getting division
0 in Form Four National Examinations. For example, in three years period from 2009 to
2011 the students who got Division I and O in three secondary schools of Malecela,
Bomalang’ombe and Image is shown in Table 1.2 below.
Table 1:2 Statistics of Examination results from 2009 – 2011
MALECELA
BOMALANG’OMBE
IMAGE
DIV I
DIV 0
DIV I
DIV 0
DIV I
DIV 0
2009
-
4
-
2
5
-
2010
-
47
-
10
3
-
2011
-
58
-
24
-
4
YEAR
Source: NECTA Results (2009 to 2011)
6
The provision of quality education in ELCT-Iringa Diocese is still questionable. In this
case the researcher is intrigued to find out as to whether ELCT-Iringa Diocese imparts
quality education to its people. The question of how the quality education is imparted to
its students becomes of great need in order to rescue the situation.
At this point, one cannot provide quality education without making an investigation of
the contributing factors to imparting quality education since 1989 when established its
first secondary school at Pommern. Today the Diocese owns seven secondary schools
namely: Pommern, Mtera, Ipalamwa, Bomalang’ombe, Image, Lutangilo and Malecela.
This also has motivated the researcher to conduct this study in the study area.
Hence the researcher is driven to investigate the contributing factors to imparting
quality education in the Diocesan Secondary School in order to rescue the situation and
equip students to fit in changing environment.
1.4
Objectives of the study
1.4.1
General objective
The main objective of the study was to investigate contributing factors to imparting
quality education in ELCT-Iringa Diocesan Secondary Schools
1.4.2
Specific objectives
The specific objectives of this study are:(i)
To investigate factors which contribute to teachers’ exodus
(ii)
To examine the availability of teaching and learning facilities in
imparting secondary education to students in the study area.
(iii)
To find out the reasons for the loss of self -study morale among
secondary students.
(iv)
To find out the mechanisms employed to combat the problem
7
1.5
Research questions
(i)
What are the factors that contribute to teachers’ exodus?
(ii)
Do schools have adequate teaching and learning facilities
in secondary schools in Iringa diocese?
(iii)
What are the contributing reasons towards students’ loss of self- study
morale among secondary students?
(iv)
What are the mechanisms taken by the owner of schools in combating the
problem?
1.6
Scope of the study
Mlyuka, defines scope of the study as: “the limits of the problem. Thus, scope of the
study refers to ways in which investigation has been reduced to manageable size”
(Mlyuka, 2011: 12). The study focused at investigating the contributing factors to
imparting quality education in ELCT-Iringa Diocese. The factors contributing to
imparting quality education are many, but the study looked in details at the three factors
which are exodus of teachers, the availability of teaching and learning facilities and
students mind set.
The researcher dealt with six secondary schools owned by ELCT-Iringa Diocese,
namely Pommern, Mtera, Bomalang’ombe, Image, Lutangilo and Malecela. However
each school had adequate representation in this study in order to give an actual status of
each school in regards to imparting quality education. These schools are located in
Kilolo, Iringa and Kilombero districts. All schools were accessible to the researcher and
he visited all schools
1.7
Significance of the study
The following are the beneficiaries of this study: the researcher, other researchers,
Tumaini University Iringa University College, Iringa Diocese, heads of schools and
students. The details are as following:
8
(i)
To the researcher- will be able to fulfill the requirement for the award of
Master’s Degree in Mission and Community Development
(ii)
To other researchers- will be given an opportunity to use the findings as
one of the sources of Literature review. Also may provide a room to
other researchers wishing to conduct related research topic.
(iii)
To Tumaini University at Iringa- will benefit through reading and
discovering gaps which might be resourceful for Lecturers to meet
various communities suffering the same effect
(iv)
To ELCT-Iringa Diocese- the Diocese will be helped by having inputs
on how teachers can be retained at work schools and if possible
formulate policies to bind
the employer and employees. It will also
help the owner to formulate the clearly categorized mechanisms to
combat all possible holes which contribute to teachers leaving its schools
(v)
To Heads of schools- The researcher’s findings will enable the heads of
schools to improve the teaching and learning facilities in schools
(vi)
To Students- the study will motivate students in schools to study science
subjects
9
CHAPTER TWO
LITERATURE REVIEW
2.1
Introduction
This chapter covers the theoretical and empirical literature review. Under theoretical
literature review, the researcher will review different theories related to the study.
While under empirical literature review researcher will review related papers to this
research topic.
2.2
Theoretical rreview
2.2.1
Definitions of concepts
This part will provide the definitions of some key concepts namely; Quality,
Education, Curriculum, Quality Teaching and Quality education.
The terms Quality education cannot be given its fuller meaning until the two words are
clearly defined for easy understanding and elaborative meaning to people. Also it
cannot be given its meaning only by creating a single phrase of sentences but rather it
includes meaning of the word quality and education.
Quality: Qorro (2006), describes the term quality comes from the Greek work
“qualitas” which means distinguishing characteristics of a thing. From the origin of the
word it does not give the full meaning until incorporated with other words like
education.
Yero gives the meaning of the word as: “The totality of features and characteristics of a
product or service that bear on its ability to or satisfy stated or implied needs” (Yero,
2012: 1).
10
Education:
Yero, defines the word as” the process of educating or teaching”.
Education originates from a Latin word “e-ducere” meaning “to lead out” (op.cit). From
this understanding to educate will mean to develop the knowledge, skills or character of
students. Hence knowledge arises in the mind of an individual when that individual or
learner interacts with a certain idea or life experiences. In other words knowledge is
developed from educational processes that students come across in the course of living
and interacting with the living environment.
Curriculum: Thungu, at el (2008), describes the term curriculum as all those selected
and organized integrative, evaluative and innovative learning experiences provided to
learners either consciously or unconsciously under the guidance of the school in order
to achieve stipulated objectives. Any curriculum in never static and is subject to
improvement, change and some modification upon the already formulated educational
programmes according to the existing needs. Hence in order to impart quality education
to people, there must be needs assessment in relation to technological advancement,
political ideologies, economic factors and age and attitudes of teachers and learners.
Quality teaching:
Thungu at el, defines teaching as:
The conscious, deliberate and properly thought our pattern of fostering human
mental growth through the acquisition of desired knowledge, skills and attitude
Quality teaching is the process whereby the learner is actively engaged in an
effective and efficient interaction with the teacher and the content in a given
time and place (Thungu at el, 2008:111) .
Quality teaching and learning in classroom situation will finally determine quality
education. Not only that but quality teaching and learning should be an evolving
process of which it needs refinement and continuous tuning in classroom situation in
order to provide a sound and meaningful interaction. Factors of quality teaching and
learning include the well trained teachers, students, content and environment.
11
Figure. 2.2.1 Contributing factors to quality teaching and learning
Well trained
teachers
Motivated
students
Quality
teaching &
learning
Students
Curriculum
content
Teaching & learning
environment
Source: Thungu, et al (2008)
From the above argument these factors are interdependent to each other. Hence, when
we talk of quality education we must also examine about the quality teaching.
Quality education: In this respect quality education will definitely be characterized
with teachers, learners, learning materials, processes of imparting knowledge,
environment, owners of schools, parental and community influence.
Munguu (2005), clarifies quality education can be associated with the good school.
When people talk of a good school, they normally connect it with the good results in
final examinations. Furthermore, it refers to a school having enough inputs like well
trained teachers, adequate equipment for delivering of education and there excellent
discipline and good learning climate.
12
In addition, UNICEF (2000) adds that the input in this case will refer to the
infrastructures like buildings and accessibility to clean and safe drinking water,
availability of trained teachers, well-disciplined and determined students, stable
curriculum, up-to-date textbooks and enough funds to run a school throughout the year.
The processes will include the pedagogical administrative relationships between
Teachers against students and parents, Teachers against students’ relationship and the
school-community relationship. While the outcome will involve the Knowledge, skills
and attitude, access to education improved, quality improved and internal efficiency is
raised among Tanzanians. At an International level UNICEF recognizes five dimensions
of quality education. These dimensions which include the learners, the environments,
content, processes, and outcomes are founded on the rights of the whole child, and all
children, to survival, protection, development and participation
Similarly, UNESCO, (2002) expects quality education to encourage the learner’s
creative and emotional development, support objectives of peace, citizenship and
security, promote equality and seek to pass global and local cultural values down to
future generations. It should allow children to reach their fullest potential in terms of
cognitive, emotional and creative capacities.
The Dakar forum emphasized the need to “improve all aspects of quality of education to
achieve recognized and measurable learning outcomes for all-especially in literacy,
numeracy and essential life skills” (Dakar Framework for Action, Article 7, World
Education Forum 2000).
From the above understanding, primary schools are the feeders of secondary schools. In
this case it a fact that the number of secondary schools is lower than that of primary
schools. Thus secondary schools are burdened with the increased number of primary
leavers who join secondary schools which of no doubt affects imparting of quality
education in secondary schools in Tanzania.
13
In the Tanzanian context, according to Qorro, Quality education refers to the state of
education a society strives to attain based on learning goals focusing on achievement of
knowledge, skills, values and attitudes; system goals focusing on inputs and outputs
while educational goals is focused on dominant ideas within society (Qorro, 2006:1) .
From the above explanations about quality education, we may conclude that:
Quality education should equip students to learn and discuss abstract ideas, liberate
students from misconception and ignorance, open up new perspective and extend their
horizons by widening scope of knowledge. Also it gives a room to learners take an
active part in knowledge creation through critical thinking, discussion, dialogue, asking
questions and solving problems as posed by facilitators.
In this case we cannot deny the fact that quality teachers are essential component in
imparting quality education. Quality teachers are therefore those who are capable of
helping students to learn and accomplish subject matters and the syllabus. Despite all the
fact that no teachers no living whether formal or informal, yet teachers have been
regarded as the least among Tanzanians’ employees.
2.2.2
Theories gguiding the study
This part will deal with some few related theories to the study. There are several theories
governing the study towards provision of quality education worldwide. In this study the
following theories will be described, Educational learning theory, Social Learning
Theory, Information Processing Theory, Cognitive Theory, Behavioural Theory,
Constructivism Theory, Human Capital theory and Administrators behaviour.
14
Educational learning theories: Learning is a gradual process which needs theoretical
concepts to be translated scientifically in the teaching and learning process in schools.
Children learn more effectively by touching or visual aids than imaginary approaches.
This theory has great relation to this study due to the fact that the supply of enough
teaching and learning facilities could enhance effective provision of quality education.
Lack or no teaching and learning facilities advocates for teacher centred teaching
process.
Social learning theory:
The social learning theory focuses on the importance of
observing, modeling the behaviors, attitudes, and emotional reactions of others.
Bandura states:
Learning would be exceedingly laborious, not to mention hazardous,
if people had to rely solely on the effects of their own actions to
inform them what to do. Fortunately, most human behavior is learned
observationally through modeling: from observing others one forms
an idea of how new behaviors are performed, and on later occasions
this coded information serves as a guide for action (Bandura,
1977:22).
Observational Social Learning Theory suggests that people learn by watching a model's
behavior and then imitating the model. According to Bandura’s theory elders like
parents, teachers and peer groups play a great role in children’s learning for they are
regarded as models. In this case, teachers must be models. Failure to that will definitely
affect learning.
Information processing theory:
Information processing
is used to describe the
human mental process which is compared to a computer. Information processing theory
shows us how information is received, processed and then retrieved in the human brain.
Thadani, points out:
The information processing theory is an approach to the cognitive
development of a human being, which deals with the study and the
analysis of the sequence of events that occur in a person’s mind while
receiving some new piece of information. In short, it is the analysis of
the way a human being learns something new (Thadani, 2010:2).
15
Hence, a person is regarded capable of learning if she or he can perceive, store, encode
and represent information to or from his or her mind. Today we receive students who are
exposed and sometimes polluted by Global knowledge. Some of them are spoiled their
mind set and deny education. It is a common practice in secondary schools to hear a
student declare that he/he denies education.
Thus it is a duty to teachers to impart quality education that students can translate it in
actual lives.
Cognitive theory: Frischer, defines Cognitive theory as:
A learning theory of psychology that attempts to explain human
behavior by understanding the thought processes. The assumption is
that humans are logical beings that make the choices that make the most
sense to them.
Primarily focused on the ways in which we learn to model the behavior
of others, social cognitive theory can be seen in advertising campaigns
and peer pressure situations. It is also useful in the treatment of
psychological disorders including phobias (Frischer, 2011:1).
Hence, cognitive theory is interested in looking at the thought process behind the
behaviour i.e it does put more emphasis on the acquisition of cognitive structure. Here
qualified teachers should adopt the paradigm shift from teacher centred lesson to
students centred.
Behavioural theory: Skinner (2011), points out that the behavioural theories are based
upon the idea that learning is a function of change in overt behavior. Changes in
behavior are the result of an individual's response to events (stimuli) that occur in the
environment.
The behavioral paradigm include passiveness, students must learn the correct response,
learning requires external reward and knowledge is a matter of remembering
information. Others are; Understanding is a matter of seeing existing patterns,
Applications require "transfer of training" which requires "common elements" among
problems and Teachers must direct the learning process.
16
Hence, behavioural theory is interested in looking at behaviour and observable changes
i.e. it focuses on generating new behavior pattern. Students’ mind set is fragile and is
easily deviated especially with globalization. Teachers are to direct students what to take
and what to leave.
Constructivism theory: Many educators believe that students can learn best by having
students construct their own knowledge instead of having someone construct it for them.
This belief is explained by Brooks, the Constructivist of Learning Theory who states:
Learning is an active process of creating meaning from different
experiences. In other words, students will learn best by trying to make
sense of something on their own with the teacher as a guide to help
them along the way.
Since all sensory input is organized by the person receiving the stimuli,
it cannot always be directly transferred from the teacher to the student.
This means that a teacher cannot "pour" information into a student's
brain and always expect them to process it and apply it correctly later
(Brooks, 1993:22).
In this understanding the person's prior knowledge is good even though some time it
may help or result into misconceptions to new knowledge. People's prior knowledge
comes from their past experiences, culture, and their environment. Thus teachers and
parents have a duty to correct misconceptions before imparting new learning.
Thus, constructivism concludes that knowledge is constructed through the interrelating
the individual’s existing knowledge and the experience. During teaching and learning,
students should not be taken as having empty heads. They to be connect to new
knowledge or unlearn unproductive experiences.
Human capital theory: Human capital is attained through gradual training over a
certain period of time. Poor preparation may result into yielding menaces of the future.
D’ Souza indicates:
In any organization followers also expect their leaders to courteously
exercise authority in order to rightly shape behaviour … A
17
shepherd’s place is to care for, protect, guide and direct his flock and
to do so courageously. These skills are relevant and applicable to
leadership even in modern organizational setting (D’ Souza,
2005:44).
In this context continuous exodus of teachers suggests that trained and invested teachers
be retained to use their skills to produce quality education for the development of our
country is violated. As a result we should expect the scramble for greener pastures which
are nowhere. In reality greener pastures seem too unreachable for always they look
green before you reach the place. It then sounds like greener pastures are on the other
side of the fence.
Administrators behaviour: Hoy, points out any successful administrator has two
important aspects, these are: “Firstly, deciding, motivating, communicating and leading
for the modification of the school performance and secondly, having a variety of means
to help reach desired goals” (Hoy, 1996:415).
Cleary, gives the qualities of a sound school educational transformational leadership as:
The one with charismatic vision and personality and is able to inspire
his followers to accept change at their school. This leader acts as a
moral agent who raises consciousness about professional practices and
values in the school. He encourages educational creativity and
innovation and fosters a sense of ownership by motivating others to
commit to his vision. He does this by considering the specific needs of
those who answer to him, thereby empowering them to change (Cleary,
2011: 2).
Thus, it can be summarized by a phrase from D’Souza, which says; “The servant leader
is servant first” (D’Souza, 2005:29). The servant leader cares to ensure others become
wiser and healthier who eventually also become good leaders. In this sense the study of
school administration appears to direct connection the provision of quality education in
ELCT-Iringa Diocese.
18
2.3
Empirical rreview
Under this sub section, the researcher presents what other researchers have said in
relation to the topic under study. Many authors have tried to work on factors
contributing to imparting of quality education in different environment. The factors
include: Availability of quality teachers, Availability of teaching and learning facilities,
Students’ mind set, School administration, School culture, Teaching and learning
environment, Roles of school owners and Attitude of community towards quality
education.
2.3.1
Factors contributing to exodus of teachers
Owners of schools (Government or private owned schools) hire teachers for their
schools. Teachers are trained and employed by different educational institutions. The
major issue is on how to retain them to provide quality education.
In relation to other countries, the study conducted by Beme, on Teacher Motivation
and Retention in Ghana, who conducted his research by making interviews with
teachers working in government and private schools. In his findings, he indicated the
following as reasons that cause exodus of teachers from one school to another by
saying:
Inadequate salary, Lack of opportunity for promotion in teaching, Low
prestige, Poor relationship with supervisors, frequency of transfer in
teaching, lack of opportunity to perform useful survives, Poor
relationship with fellow teachers and inability of a teacher’s part to
teach well. But others claim to look for security (Beme, 1991:29).
The exodus of teachers is mainly from private schools to government schools or to
other schools which seem to pay better salaries. Seldom teachers move from
Government schools to private schools. In his argument he insisted the issue of salaries,
lack of opportunities in teaching and frequency of transfer in teaching. The researcher
agrees with his argument and will consider the findings as the foundation in the study
area.
19
Hoy, has discussed the issue of quality teachers by giving an example of teachers in
Kenya, if one could observe critically could realize that teaching profession is subjected
to:
Teachers lack moral cohesion for teaching, teachers are subjected to
bureaucratic rules and regulations, poor remuneration, poor work
conditions, feminization from which women are favoured by the
virtual of feminine and not capacity, professional diversity, teaching
being a mass occupation and teaching lacks the mystique and
reverence associated with other profession as teachers are regarded
as ordinary workers with common place skills (Hoy, 2008:337).
In this context, continuous exodus of teachers is understood that trained and invested
teachers are being retained to use their skills to produce quality education for the
development of our country. If not retained, and properly handled, we should expect the
scramble for greener pastures not to be found anywhere.
Tanzania is of no exception, teachers face similar challenges as other teachers in Africa,
Asia and Europe. Thus, continuous research of addressing challenges will reduce the
gap of understanding between educational leaders and the teachers.
The study conducted by Mbangwa, on Teachers’ turnover in Tanzania Lutheran Junior
Seminaries: A Case Study of Kisarawe and Morogoro Lutheran Junior Seminaries
indicated factors that contribute to teachers’ exodus as follows:
Absence of scheme of service, inadequate salary, lack of opportunity
for manpower development, poor working environment, poor
relationship with supervisors/ church top officials, lack of
opportunities for reward and promotion in teaching, absence of job
security, lack of transfers and end of contract (Mbangwa, 2007:39).
He argues that, teachers move from one school to another in search of better life, as the
result it affects the consistence of teaching and learning process which in turn results
into poor academic performance in secondary schools as many stakeholders were
shocked with the form four results in the year 2010. Furthermore, he clarified that
people are fragile human resource; they may be provided with all what was said to be
20
short comings, yet teachers exodus still prevails. To the contrary, not all teachers move
because of low salaries but rather as a fashion of which people feel proud moving from
one school to another.
2.3.2 Availability of teaching and learning facilities
Learning uses both theoretical and scientific instruments like text books, apparatus,
CDs, charts, specimens and computers.
The first review is of Thungu et al, on Mastering PTE Education conducted in Kenya
having pointed the purposes of teaching and learning resources being important for the
following reasons:
They enhance retention which makes learning more permanent, they
stimulate and sustain interest in learning, they provide first-hand
experience with the realities of the physical and social environment,
they encourage active participation by learners, they make it easier
for the teachers to explain concepts and serves time for explanations
are brief and precise. Others are, they help the learners to develop
the power of imagination, observation, reasoning and creativity and
they promote the development of skills such as cooperation and
sharing (Thungu et al, 2008:112).
They argued that human learning behavior, teaching and learning facilities tend to
attract students attention and once learning has taken place it can be retained for a
longer time in the memory of knowledge. The challenge remains, having no teaching
and learning facilities promotes teacher centred method. They noted that, children learn
more effectively by touching or visual aids than imaginary approaches. Supply of
enough teaching and learning facilities could enhance effective provision of quality
education. To the contrary it means no provision of quality education. But the process
of imparting education is still in race since independence for the case of Tanzania and
since 1989 for the case of ELCT-Iringa Diocese.
21
A study conducted by Sanga (2007), An Assessment of the Effectiveness of Teaching
and Learning Facilities in Teaching and Learning Mathematics in Teacher Colleges in
Tanzania; A case study of Ifunda and Klerruu Teachers Colleges; pointed out that lack
of teaching and learning facilities is one of the challenges in imparting quality
education in Tanzania.
Also in the same study Sanga (op.cit), suggested some idea towards improving
teaching-learning facilities for effective teaching and learning as follows:(i)
(ii)
(iii)
For effective learning it is very vital to have enough teaching
learning materials produced commercially or made by
teachers and students.
There is a need for up to date books and teaching materials to
cope with technological changes which influence learning
process nowadays.
The Ministry of Education and Culture should form a special
committee which will promote and deal with instructional
materials in institutions and empower teachers’ resource
center (Sanga, 2005:27).
The researcher’s suggestions seem to be valid and could be useful for further research.
However, the researcher did not predict the impact of the trained teachers in those
colleges in relation to the actual environment which is secondary schools. If the
challenges exist in teacher training colleges, it implies that the training is subjected
further research.
2.3.3
Students’ learning mind set
Colby and Miske, say:
Physically and psychosocially healthy children learn well. Healthy
development in early childhood, especially during the first three
years of life, plays an important role in providing the basis for a
healthy life and a successful formal school experience for students’
learning
(Colby and Miske, 2008:112) [cited in McCain and
Mustard 1999] .
22
In their presentation they argued that, the background of children contributes to the
quality of children who are exposed to formal education and it has great influence to
learning process. The following are some of the factors which contribute to a quality
learner, children’ health, early childhood experiences and home support are like good
health and nutrition, early childhood psychosocial development experiences.
Furthermore, they discussed the essence of early development of a child on how it
contributes to a quality learner. Also they pointed out that the regular attendance for
learning contributes to academic achievement for a child who will be exposed to
opportunity to learn. Nevertheless, family support, that is parents and relatives play a
great role for learning. In here the parents’ academic status may play a vital role in
nurturing at home and food provision. Also it was noted that language was a limiting
factor in helping and monitoring their children’ academic progress.
In sum, the home curriculum seems to play a vital role in preparing quality learners for
school. Healthy children with positive early learning experiences and supportive,
involved parents are thus most likely to succeed in school. D’Souza says, “Parents
cannot make their children grow, but they can supply them with the nourishment to
mature physically and emotionally” (D’Souza, 2004:235).
2.3.4
School administration
Hoy, points out two important aspects for any successful administrator, these are:
First, having ability to decide, motivate, communicate and lead for the
modification of the school performance and second, have skills to help reach
desired goals. In this case owners have a duty to appoint and locate people in
various responsibilities. This is not a simple task to identify people’s talents. A
classroom of students needs a charismatic teacher who has charismatic authority
to help him or her to have full control over students (Hoy, 1996:415).
23
Also, Hoy, points out by saying:
A charismatic authority rests on devotion to an extraordinary
individual who is a leader by virtue of personal trusts or exemplary
qualities. Charismatic authority tends to be non-rational, effective, or
emotional and rests heavily on the leader’s personal qualities and
characteristics…Thus students may obey classroom directives
because of a teacher’s personal mystique (Hoy, 1996:415).
In this case an administrator of a school need to be well informed with the roles of a
leader which includes planning, organizing, controlling and evaluating the teaching and
learning process for a quality education.
Thus, Meyer concludes by saying that a successful leader is the one with servant heart:
They are continuously excited by what they do: Are always full of
enthusiasm about the results their customers and team members
achieve; Look towards to each new day with great anticipation; Are
always striving to build an active organization; Are always
surrounded by positive and productive team members (Meyer,
1998:36-37) .
In this case it can be perceived that being a leader is equivalent to sacrificing one’s
energy for him-self and others. The ideas pointed out are in line with the study and can
be tested in the study area. However, every principle or concept or ideas cannot as
universal to all for there must be some discrepancy to be tested in another area of study.
2.3.5
School culture
School culture is one of the contributing factors to imparting quality education. If a
school wants to offer quality education, having its culture to govern its members for
better achievement becomes vital.
24
First; Schein, defines culture as:
A pattern of shared basic assumptions that .the group learned as it
solved its problems of external adaptation and internal integration,
that has worked well enough to be considered valid, and, therefore,
to be taught to new members as the correct way to perceive, think,
and feel in relation to their problems (Schein, 1997:12).
Thus, culture provides norms, values and traditions which teachers, students and
parents need to adhere to that setting.
Second; Hoy, defines an Organisational Culture as:
The shared orientations which holds the unit together and give it a
distinctive identity. Regardless of the extent, how is it shared and
what is it to be shared, yet there are common features which are the
ones looked at as the units to be shared these include; norms, values,
beliefs, attitudes, ceremonies, expectations, customs, dressing and
philosophies (Hoy, 1996:129) .
In this aspect, every school must have its own organizational culture to identify it to the
rest of other schools in the provision of quality education because each school apart
from the general Vision and Mission of the country yet each owner of a school has his
Vision and Mission likewise schools. School culture in this sense provides a direction
and guide to teachers and students in the entire process of imparting quality education
to people.
Finally, a school being a unit has to be seen as a home or family where teachers,
students and non-teaching staff live as one family who interact for the same goal of
quality education for livelihood. Hoy (1996) points out that, the indicators of the school
effectiveness and quality of the education achievement are teacher quality, internal
harmony, collective efforts of the members, students’ achievement, job satisfaction and
the overall performance in various levels in the educational system towards provision of
quality education. Thus, any successful school in imparting quality education depends
upon the effectiveness of students, teachers, non- teaching staff, administration and
owner of the school.
25
However, the study did not look upon on how schools could accommodate the
interference of the Government’s Vision and Mission that are sometimes directed to
implementers without notice. For example, the fulfillment of the Millennium goals of
increased enrollment shows clearly that to be one of the core objective for whoever
enrolled for form I class should reach form IV. What if a student is weak in the
classroom academic issues? This implicitly advocates for quantity and not quality
(circular withheld).
2.3.6
Teaching and learning eenvironment
A review from Dult, (1989) study points out that, teaching and learning environments
include internal and external school environments. The internal environment includes
school climate and culture such as values and norms. The external environment consists
of all the elements outside the boundaries of the organization and has the potential to
affect all or part of the organization. However, in order to have effective teaching and
learning for positive outcomes we need to have quality teaching and learning
environments. Collectively, can be classified as physical, psychosocial and service
delivery elements made up of school climate, school facilities, health services,
infrastructures, water supply and school discipline.
Hoy, defines school climate as: “A relatively enduring quality of the school
environment that is experienced by participants, affects their behavior, and is based on
their collective perceptions of behavior in schools” (Hoy, 1996:141). He clarifies that,
the school climate is therefore builds the school personality. The quality of school
facilities seems to have an indirect effect on learning, an effect that is hard to measure.
Thus, physical learning environments or the places, in which formal learning occurs,
range from relatively less modern and well-equipped buildings to advanced ones. In
Tanzania, for example the difference may arise from the kind of the owners of schools
be government, community, privately owned by individuals or religious groups.
26
Community schools ran by ward members suffers the less quality of teaching and
learning environment.
In addition Hoy (op. cit),
describes that the school infrastructures which include
buildings, water supply, furniture and general sanitation and attractive environment
may signify seriousness of the owner of which may imply the presence of teachers,
students, instructional materials like text books which leads to provision of quality
education.
Tanzania in particular had an access to expansion of primary education through PEDP
beginning during the 1990s and extended to Community and Private Secondary schools
establishment. The speed in building of new schools has often not kept pace with the
increased enrolled student population. School environment must be friendly to students
with special needs and disabilities.
Furthermore, Hoy (op. cit), suggest that teaching and learning environment should be
free from teachers and students who are ethically immoral wishing to harass girls
sexually. The total school discipline must have effective school discipline policies. It is
an obvious concept that well-managed schools and classrooms will lead to educational
quality. Owners of schools, administrators, teachers and students should adhere to
school and classroom rules and policies. School policies should be alert on bullying,
harassment, drug and tobacco use, and anti-discrimination with regard to disabilities,
HIV/AIDS and pregnancy.
Finally, there must be adherence to provision of health services and counseling services
to teachers, students and non-teaching staff in order to add value to a better teaching
and learning environment for the quality education. Also Guidance and Counseling
services, extra-curricular activities like self-reliance activities after classes and the
27
provision of school sports are other examples of service provision that contribute to
quality school environments.
Hence, the provision of high quality physical, psychosocial and service environments in
schools will contribute to assured quality education to our people.
By implication, it shows that a school will begin its operation when it is well equipped
something contrary from the study area where some schools started without having
registration. Not only that, some hired buildings from other owners before it started
building hers at respective sites.
2.3.7
Role of owners of schools
Mlelwa (2012) (personal communication on 16 April 2012) clarified the role of the
Owners of schools in Tanzanian concept are Managers of schools. Managers of schools
are supposed to be well informed with the major factors which make a good school.
They need to make sure that they put in place all the inputs required in order to qualify a
school to be good if not the best. They should put in place infrastructures like buildings,
furniture, electricity and water supply, teachers, students and instructional materials like
text books and reference books, and teaching aids. Managers seek to develop the right
culture or culture of quality of which owners try to cultivate in their schools. The right
culture will definitely influence the effectiveness of the school.
Owners are therefore supposed to work hard in order to enhance the best performance
of their schools they own. They are obliged to counterbalance the behaviour of their
subordinates who are influential to other employees. Also owners should deal with all
misunderstandings amongst employees and consider them as individuals who are
unique.
Hence, the owners should communicate to employee the Vision and Mission of the
Diocese and ask individual schools to have their own Vision and Mission statements.
28
His clarifications are line with the understanding and implementation of the owner of
schools in the study area.
2.3.8
Attitude of community towards quality education
Any school is part of a certain community in which it is located. In this case teachers
and learners become members of that community. The school activities will obviously
reflect the nature and sometimes demands of the community. Also the attitude of the
community is to benefit from the kind of education offered at that school. Thungu, et al
(2008), points out that, the community should benefit from the knowledge and skills the
learners have learnt in school, for example, matters related to hygiene and agriculture.
This should help to improve the environment and raise living standards for the people
in the community.
The above discussion is all about human behaviour, attitude and capital building
towards provision of quality education in Tanzania. People are sensitive with their
future aspects. Employers, employees, students, parents and educational stakeholders
are always in continuous interaction for the educational betterment.
For the case of Tanzania especially community and private owned schools, when the
community and the schools are in good relationship, parents are attracted to enroll their
children to that particular school. It is the duty of the owner of the school to make sure
that its schools have enough security for both teachers and students. ELCT-Iringa
Diocese is of no exception it falls in and research in needed to equip itself better in the
competition especially in the recruitment of form five.
29
2.4
Mechanisms employed to combat the problem of teachers exodus, lack of
teaching and learning facilities and loss of students self-study morale
2.4.1
Teachers exodus
Retaining teachers needs leadership skills for human beings are gifted differently. Some
have tried to suggest several ways which may help to combat the exodus of teachers
from one school to another in search for better life.
Newman, clarifies that school capacity as “the collective power of the school staff to
improve achievement school-wide, the four dimensions of school capacity are;
leadership, professional community, programme coherence and teaching resources”
(Newman, 2000:169). This implies that if a school has this structure, then such a school
will be a nice place to work. His study has not been able to accommodate other
environments where they lack those facilities. He has given this as a blanket
recommendation. But in reality, it is not like that in secondary schools in the study area.
Darling- Hammond, points out a good work conditions for the employee as:
“ Work place conditions can exert a powerful influence over the quality of teaching in
two main ways; when they help to attract and retain quality people into the profession
and when they engage teachers and reward their accomplishments” (DarlingHammond, 2000:120) .
According to Brock-Utne, (1988:21) the measures that need to be taken in order to
achieve quality of education are as follows:
(i)
(ii)
Increase teachers’ salaries: Most teachers in African
countries cannot live on their salaries. Consequently, they
have to use a lot of time outside class to generate an extra
income. This makes them exhausted and gives them little
time for preparation of instructional material, for instance.
Reduce the workload of the teacher:
30
(iii)
(iv)
(v)
Tighten entry qualifications to teacher education: It is
important to get the best students to opt for the teaching
profession. They are building the nation. “Best” here does
not solely mean with high intellectual ability, but with good
social and manual skills as well.
Improve teacher training: Both the initial training and the inservice training should be improved.
Introduce free or at least subsidized school meals for teachers
(Brock-Utne, 1988: 21).
Also, Brock-Utne (1988) argued that human beings need to be recognized, not only by
names but also by observing their needs. The arguement of the researcher to tighten
entry qualification could possibly create great disaster of the shortage of teachers.
However I agree with the issues of salaries, workload, improve training and
motivations. These will be considered as the foundation in search of the reasons for
exodus in the study area.
2.4.2
Availability of teaching and learning facilities
The study conducted by Sanga, pointed out the following mechanisms:
(i)
(ii)
Teachers should be creative in making local teachinglearning facilities
Owners of schools need to have purposive move towards
improving the availability of industrial teaching aids (Sanga,
2005:42)
.
In this case many schools have opted to use “Alternative to Practical” as a way of
solving the problem. In this way, this kind of teaching is of no credit as we may
compare with the kind of education offered 200 years back before formal schools. The
informal education was so practical oriented. How then one suggests something that is
of no use for this millennium?
31
2.4
Research gap
After the researcher had reviewed Empirical studies which are related to this study like
Berne (1991) on Teachers Motivation and Retention in Ghana, Mbangwa (2007), on
Teachers Turnover in Tanzania: A Case Study of Kisarawe and Morogoro Junior
Seminaries, Sanga (2005) study of Teaching and Learning facilities, A case study of
Ifunda and Klerruu Teachers Colleges, Hoy (2008) discussed about quality teachers and
Thungu at el (2008) on Mastering PTE Education conducted in Kenya.
All reviewed studies were conducted in different environment and some years ago and
to different owners. The status is different as cannot be compared between Seminaries
and Teacher Training College with private secondary schools like those within the
study area.
Furthermore, the researcher has worked for 24 years consecutively with the same
employer ELCT-Iringa Diocese and found out that no one has conducted this kind of
study since 1990. Evaluation of its performance becomes vital and has motivated the
researcher to fill such gaps.
It has to be noted that, the three factors cannot be studied separately if one wants
effective and productive research upon imparting quality to people. However, other
factors cannot be denied but are regarded as clarifying factors to the study of imparting
quality education.
In this study therefore, the researcher was indebted to fill the gap. This study
investigated the contributing factors to imparting quality education in ELCT-Iringa
Diocesan secondary schools with the goal to restore the teaching professional
requirements in imparting quality education in secondary schools owned by ELCTIringa Diocese.
32
2.5
Conceptual framework
According Robson, a conceptual framework is a “visual or written product, one that
explains, either graphically or in narrative form” (Robson, 2002:2). The main things
studied are the key factors, concepts or variables and the presumed relationship among
them. Thus, it is the system of concepts, assumptions, expectations, beliefs and theories
that supports and informs the study. The conceptual framework of this study provides
the contributing factors to imparting quality education.
The following factors will be dealt with in detail: the availability of qualified teachers,
students’ mind set, and the availability of teaching and learning facilities. The reason to
it is that, these three factors are the key to imparting quality education. Others will be
teaching and learning environment, role of owners of schools, school administration,
parents’ attitude and attitude of community towards quality education and lastly the
school culture. The researcher has decided to call these as supporting factors because no
school can be registered without being equipped. If it does happen, there must be
violation of some principles and regulations.
The Conceptual Framework for this study is represented in Figure 2.5 next page.
33
Figure: 2.5
Conceptual framework of quality education
Availability of Qualified Teachers
(i) Reasons for exodus
(ii) Training
(iii)Motivated Teachers
Teaching & Learning
Facilities
Students Mind Set
(i) Relevant to
Students
(ii) Stimulating
(iii)Text books
School Administration
(i) Charismatic
Authority
(ii) Administrati
ve support
QUALITY EDUCATION
Role of School Owners
School Culture
(i) Financial
support
(ii) Staff salaries
(iii)Motivation
(i) Ethics
(ii) Norms
(iii)Values
(iv) Beliefs
Teaching and Learning
Environment
(i) School climate
(ii) Infrastructures-classrooms
(iii)Water supply
(iv) Health services- First Aid
(v) Guidance & Counseling
Source:
Researcher (2012)
34
(i) Quality learners
(ii) Prior knowledge
(iii)Student centred
(iv) Self-study
Attitude of Community
towards Quality
Education
(i) Parents
(ii) Politicians
CHAPTER THREE
RESEARCH METHODOLOGY
3.1
Introduction
This Chapter presents research methodology. It comprises of research design,
description and justification of the study area, population and sample size, sampling
procedure, data sources and data collection, methods of data collection, data analysis,
research limitations and ethical issues.
3.2
Research design
Kothari defines Research Methodology as “a way to systematically solve a research
problem” (Kothari, 2004:8). One of the most important parts in any research under
research methodology is that of Research design. According to Mlyuka, research design,
“spells out what type of the method to use and to show where and how the study is going
to be done” ( Mlyuka, 2011:14) . Adam and Kamuzora, [cited from Aaker et al 2002]
defined a research design as the detailed blue print used to guide a research study
towards its objectives. In making a summary of the above definition, a research design
was a detailed work plan and conceptual structure within the research (Adam and
Kamuzora, 2008:75) [cited from Aaker et al 2002].
In this case, the research design was meant to guide the researcher and provides a
direction towards data collection, analysis and interpretation. The research was also
designed in such a way that it allowed interviews, discussions and personal
observations in the field of study from which the researcher was able to investigate
quality education, attitudes and application of knowledge.
Thus, this study described the Description and Justification of the study area,
Population and Sample size, Sampling procedure, Data sources and Data collection,
35
Methods of data collection, Data analysis, Research limitations and Ethical issues in
order to achieve the stated objectives of the study.
3.3
Description and Justification of the study area
This study was conducted in the ELCT-Iringa Diocese located in Iringa Region. Iringa
region is located in the Southern Highlands of Tanzania bordered by Mbeya, Ruvuma,
Morogoro, Tabora and Dodoma regions. It is also formed of different districts namely:
Iringa Municipality, Iringa Rural, Kilolo, and Mufindi districts. The ELCT-Iringa
Diocese owns seven secondary schools. These schools are located in Kilolo, Iringa and
Kilombero districts.
The researcher selected this study area because he was familiar with all the schools for
he has visited all of them during his fulfillment of his administrative role. Also no one
had conducted such kind of research in this way the researcher feels privileged. Not only
is that but the researcher one of the stakeholders of education in Diocesan secondary
schools and has an interest and motivated from inner heart through his daily roles.
Finally, all schools were accessible to the researcher.
3.4
Population and sample size
The population in the study area comprised of 1526 students who were Form III, IV and
VI, 145 teachers, 7 head of schools and 6 top leaders of the Diocese making a total of
1684. Selected respondents represented the population at each school level. The sample
comprises of 200 respondents: 2 from Head office, 6 head of schools, 40 teachers, and
152 Students from forms III, IV and VI. The reason for selecting these forms were due
to time they stayed at respective schools of which the researcher was convinced that they
have enough knowledge about teachers and their fellow students. The sample size for
each school is as represented in Appendix I on page 127.
3.5
Sampling procedure
36
Sampling techniques or procedure included Simple random and Purposive sampling
which provided equal chance to be chosen and to avoid bias, Purposive sampling was to
specific responsible people especially leaders and Cluster sampling was used in order to
have rational representation i.e. respondents from each level.
3.6
Data sources and collection
This study used both Primary and Secondary data sources. The Primary data was
collected by using questionnaires and interviews schedules. The Secondary data was
collected from reading statistics of teachers and students, reading policies and
documentation of academic performance of internal and external conducted by NECTA
and other educational stakeholders like District and Iringa region.
3.7
Methods of data collection
In this study the research instruments used for data collection were Questionnaire and
Interviews schedule. Questionnaire was used for students in order to create freedom of
expression and ensure collection of primary data. Also interviews were mainly used for
administrators to ensure data collected are primary and reflect respondents’ feeling and
opinions.
The researcher participated in conducting interviews assisted by trained fellows in the
administering of questionnaire. In this case qualitative and quantitative methods were
used by employing both Questionnaire and interviews. Questionnaire were used because
it was simple and provide freedom to respondents and easy to analyze. Also, quantitative
method was used by employing some numerical figures for survey methods. The reason
for the choice is that researcher would be able to relate the major three components
under study. Also, interview method was employed where more clarification was needed
or to all respondents who were busy like top leaders.
37
3.8
Data analysis
During data analysis, tables and charts were used to summarize and interpret the data
collected through Statistical Package of Social Sciences (SPSS). The data reflected the
existing situation of schools in ELCT-Iringa Diocese in respect to quality education.
Furthermore, the data collected were used to construct indicators of effective teaching
and learning.
3.9
Research limitations
The researcher encountered some problems like financial constraints, time factor,
geographical location and respondents’ attitudes towards educational policies of this
country which seem to be unfriendly to private schools. The results were, the researcher
conducted his field work successfully.
The researcher was aware of all the above limitations. The way forward was to collect
data during the dry season and the budget set aside met the need by timely doing the
research. The respondents’ attitude was controlled through Diocesan Mission (Jn
10:10b) of which the researcher is well informed and the people in the study area. The
researcher has been working as the coordinator of all the seven schools.
3.10
Ethical issues
The researcher was aware of ethical issues for the study involved different respondents
with various work statuses. The researcher was well informed that some might wish
their information to be kept secret while others may be free to share for their school
betterment and future prosperity. The result revealed that some respondents strictly
avoided their names and age to appear in any form. In this case, all data collected were
reported in a manner that will not annoy any respondent involved in this study.
38
CHAPTER FOUR
PRESENTATION OF FINDINGS
4.1
Introduction
This Chapter presents the findings and analyzes the findings obtained from the study
area. The presented findings are from the study about An Investigation of Contributing
Factors to Imparting Quality Education in ELCT Iringa Diocesan Secondary Schools.
The findings were obtained through questionnaires, interviews, observations and some
discussions with respondents. The researcher visited all seven intended secondary
schools. However, one school was closed by the Zonal Educational Inspectors at the
time, when the researcher visited that school. Thus, only six schools were involved and
reported by the researcher. These schools are Pommern, Mtera, Malecela,
Bomalang’ombe, Image and Lutangilo. During the visit, the researcher checked all
classrooms, dormitories, libraries and laboratories of each school.
A total of 200 questionnaires were distributed to all the respondents. 100% of
questionnaires were returned to the researcher. The questionnaires were distributed on
the same day the researcher visited each school. Also the researcher was assisted by
three co- researchers who accompanied him in every visit.
The researcher interviewed some students for they had problems in expressing and
writing in English. In this case in some cases the interviews were conducted in Kiswahili
from which students became free and were able to share their views. The information
received in Kiswahili was more exhaustive and meaningful in analyzing the findings. On
the other hand, teachers were a bit skeptical filling in the questionnaires and if they did,
some did not even want their names to appear on the paper. That kind of teachers
became resourceful when were given room to have oral interviews from which they
were able to express themselves freely especially to points connected to the school
administration and the general performance of the school.
39
The study intended to investigate the contributing factors to imparting quality education.
The following factors: availability of teachers, teaching and learning facilities and
students’ loss of self-study were tested with regards to the formulated objectives of
study. The objectives of the study were to investigate the factors which contribute to
teachers’ exodus, to examine the availability of teaching and learning facilities in
imparting secondary education, to find out the reasons for the loss of self-study morale
among secondary students and to find out the mechanisms employed to combat the
problem.
Hence, the findings were analyzed by SPSS and MS-Excel which helped the researcher
to calculate percentages and draw tables. Moreover, in some cases it helped to draw pie
charts, line and bar graphs used to represent certain data collected for easy interpretation
of the findings.
4.2
Demographic characteristics of respondents
Presentation of the findings is from the total of 200 questionnaires which were
distributed to 200 respondents, who had an opportunity to participate in filling them,
having interviews and group discussion and all 200 (100%) respondents returned the
questionnaires. The success was due to the physical supervision and respondents filled
them under the supervision of the researcher and three research assistants.
The study considered demographic characteristics of respondents which included the
sex, age, education and position of respondents as important elements on the
respondents’ background information.
4.2.1
Classification of respondents
Table 4.2.1next page shows the four categories of respondents: the first category had 2
(1.0 %) who were the top leaders which included Diocesan General Secretary and
Training Officer; the second category had 6 (3%) heads of schools, the third category
had 40 (20%) teachers and the fourth category 152 (76%) were students in the selected
schools. The classification of respondents intended to have a rationale and avoid
40
biasness in responding to distributed questionnaires. Also it created freedom to students
and teachers in filling the questionnaires and participating in the conducted interviews
Table 4.2.1: Classification of respondents
Cumulative
Valid
Frequency
Percent
Valid Percent
Percent
2
1.0
1.0
1.0
6
3.0
3.0
4.0
40
20.0
20.0
24.0
152
76.0
76.0
100.0
200
100.0
100.0
Top leaders from ELCT-Iringa
Diocese
Heads of secondary schools
Teachers
in
secondary
in
secondary
schools
Students
schools
Total
Source: Field data (2012)
4.2.2
Gender distribution of Heads of schools
Table 4.2.2 next page shows Gender distribution of the heads of schools in all the seven
secondary schools owned by ELCT-Iringa Diocese. 1 (14.3%) was headmistress while 6
(85.7%) were headmasters. The field work revealed that only one headmistress was
appointed to hold a rank of a Head of school since 1989 when the diocese started
providing secondary education. However, the only headmistress lasted for only two
years because of administrative issues. Not only that, but also one female teacher was
appointed the second mistress in one of the diocesan schools, she also lasted for only
one year before she was demoted. Nevertheless, study revealed that some female
teachers were appointed to be Academic coordinators or Discipline teachers. It is evident
that ELCT-Iringa Diocese has appointed males to be heads than female teachers.
Moreover, the field work reveals that no female teacher has ever been appointed to hold
the rank of Head of school in all the six secondary schools involved in the study.
41
Table 4.2.2: Gender distribution of heads of schools
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Headmistress
1
14.3
14.3
14.3
Headmasters
6
85.7
85.7
100.0
Total
7
100.0
100.0
Source: Field data (2012)
4.2.3
Marital status of the heads of schools in the selected schools
Table 4.2.3 below shows the marital status of the heads of schools in the selected
schools. The finding shows that 2 (33.3%) were single while 4 (66.7%) were married.
The results show that married heads of schools were the majority because unmarried
heads of schools are not tolerated to stay single for many years after their appointments.
The Diocese is alert to make sure that such heads are advised to marry for better
reputation and avoid unnecessary gossips especially when female guests are to be
attended by such head of schools living within the school.
Table 4.2.3 Marital status of the heads of schools in the selected schools
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Single
2
33.3
33.3
33.3
Married
4
66.7
66.7
100.0
Total
6
100.0
100.0
Source: Field data (2012)
42
4.2.4
Gender distribution of teacher respondents
Table 4.2.4 below shows gender distribution of teachers involved in this study. Findings
show that the majority of teachers 29 (72.5%) were males, while 11 (27.5%) were
females. This is evidence that the ELCT-Iringa Diocese employed more male teachers
than female teachers. During field work it depicted that female teachers were selective to
certain environmental location of some schools.
Table 4.2.4: Gender distribution of teachers
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Female teachers
11
27.5
27.5
27.5
Male teachers
29
72.5
72.5
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.2.5
Educational level of teacher respondents
Figure 4.2.5 next page shows the educational level of teachers where 21 (52.5%) had
diploma, 18 (45.0%) had degree and only 1 (2.5%) had Master’s Degree. The finding
shows that almost all teachers had teacher training at diploma and degree level. The
results show that the ELCT-Iringa Diocese had no interest employing teachers with
Master’s degrees, the reason was on the issue of salaries because teachers with Master’s
degree demanded better pay that the Diocese could not afford (see Figure 4.4.5 next
page).
43
Figure 4.2.5: Educational level of teacher respondents
Source: Field data (2012)
4.2.6 Marital status of teacher respondents
Table 4.2.6 next page shows the distribution of marital status of teacher respondents in
the ELCT-Iringa Diocesan Secondary Schools. The findings were, 18 (45%) of the
teachers were single while 22 (55%) of the teachers were married. The results show that
married teachers were the majority because all schools are located in rural areas in such
a way that in the African context male teachers are forced to marry in order to fit in such
working environment where patriarchal system is still dominant (see table 4.2.6 next
page).
44
Table 4.2.6: Marital status of teacher respondents
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Single
18
45.0
45.0
45.0
Married
22
55.0
55.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.2.7
Age distribution of teacher respondents
Figure 4.2.7 next page shows the age distribution of teachers. The findings show that
majority of teachers’ age ranges between the age of 25 years or less than 25 years were 2
(5.0%), between 26-30 years were 15 (37.5%), between 31-40 years were 14 (35.0%),
between 41-50 were 8 (20.0%) and 51 and above was 1 (2.5%). Very few respondents
2 (5%) ranged between 25 years or less than 25 years of age while 1 (2.5%) was that of
51 years and above (see figure 4.2.7 next page).
45
Figure 4.2.7: Age distribution of teacher respondents
Source: Field data (2012)
4.2.8
Gender distribution of student respondents
Table 4.2.8 next page shows sex distribution of the student respondents from forms
three, four, five and six. The findings show that 54 (35.5%) of the student respondents
were girls, while 98 (64.5%) of the student respondents were boys. From the data
provided, it is vividly concluded that the majority of students were boys as compared to
girls. In the study area most school girls were somewhat reluctant to participate. In this
case girls’ empowerment was highly needed in order to give equal opportunity as it
appears in some schools (see table 4.2.8 next page).
46
Table 4.2.8: Gender distribution of students
Valid
Source:
4.2.9
Frequency
Percent
Valid Percent
Cumulative Percent
Female
54
35.5
35.5
35.5
Male
98
64.5
64.5
100.0
Total
152
100.0
100.0
Research data (2012)
Students respondents subjects bias
Figure 4.2.9 next page shows student respondents subject biases. The findings show that
66 (43.4%) of the respondents were science biased, while 69 (45.4%) of the respondents
were Arts biased, while 17 (11.2%) of the respondents were Commerce biased.
The findings show that majority of the students opted for Science and Arts while the
minority opted for Commerce. The reason for this was due to change of educational
policy in our country whereby in 2005 all Commercial subjects in Ordinary Level
Secondary school curriculum were not offered. This involved retrenchment of
Commerce teachers and students lost their morale towards Commercial subjects.
However, in 2007 the subjects were reintroduced in secondary school curriculum but it
will take longer time to have the same momentum (see figure 4.2.9 next page).
47
Figure 4.2.9: Students’ subject bias
Source: Field data (2012)
4.3
Contributing factors to imparting quality education
According to the aim of the study in investigating the contributing factors to imparting
quality education in ELCT- Iringa Diocesan Secondary Schools, three major factors
were considered in the study. These factors were: Availability of teachers, Availability
of teaching and learning facilities and Students’ mind set. Also other factors were
considered in the field work. These factors were: Teaching and learning environment,
School administration, School culture, Role of owners and Attitude of community
towards imparting quality education.
48
4.3.1
Availability of Teachers
Availability of teachers in schools is vital for imparting quality educations to students.
Table 4.3.1.1 below shows the total number of all teachers in the selected schools
involved in this study. Also, the same table 4.3.1.1 shows the educational level of all
teachers in the ELCT-Iringa Diocesan secondary schools. From the table 4.3.1.1 below
32 (22.1 %) were form six teachers, 51 (35.2%) were Diploma holders, 60 (41.4%) were
degree holders and 2 (1.4%) were Master’s degree holders of which one was a retired
man while another one has not reached retiring age thus is still working. Form six
teachers are not counted as teachers by the Ministry of Education and Vocational
Training unless they have undergone short course or licensed to be teachers in secondary
schools. However, they seem to be resourceful people in the teaching environment.
During the field work, form six leavers were the busiest among teachers at schools.
Table 4.3.1.1: Educational level of all teachers in the selected schools
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Form six
32
22.1
22.1
22.1
Diploma
51
35.2
35.2
57.2
Degree
60
41.4
41.4
98.6
Master's degree
2
1.4
1.4
100.0
Total
145
100.0
100.0
Source: Field data (2012)
The findings show that all schools have enough teachers even though some schools have
more form six leavers compared to other schools which have more qualified teachers
(See table 4.3.1.2 next page).
49
Table 4.3.1.2: Educational levels of all teachers in each school
School name
Form Six
Diploma
Degree
Masters
Grand
F
M
T
F
M
T
F
M
T
F
M
T
Total
Pommern
0
1
1
2
6
8
3
12
15
0
1
1
25
Mtera
1
4
5
1
6
7
1
4
5
0
0
0
16
Malecela
1
2
3
0
11
11
3
7
10
0
0
0
24
Bomalang’ombe
3
8
11
2
5
7
2
6
8
0
0
0
26
Image
1
5
6
5
9
14
2
17
21
1
0
1
42
Lutangilo
0
6
6
1
3
4
0
1
1
0
0
0
11
Total
6
26
32
11
40
51
11
47
60
1
1
2
145
Source: Field data (2012)
Tables 4.3.1.3, 4.3.1.4 and 4.3.1.5 below show the responses of head of schools, teachers
and students respectively in respect to whether there are enough teachers in schools. The
availability of qualified teachers in schools is a key factor to imparting quality education
in ELCT-Iringa Diocesan secondary schools and was calculated by establishing teacherstudents ratio which is 1:40 (see also appendix I on page 128).
Table 4.3.1.3 Response from head of schools
The findings show that all 6 (100%) head of schools agreed to have enough teachers.
The findings show that schools like Lutangilo and Bomalang’ombe have approximate
of 1:1 ratio between form six teachers and the trained teachers. In this case these two
schools have shortage of trained teachers.
Table 4.3.1.3 Responses from head of schools
Valid
YES
Frequency
Percent
Valid Percent
Cumulative Percent
6
100.0
100.0
100.0
Source: Field data (2012)
50
Table 4.3.1.4 Response from teacher respondents
Table 4.3.1.4 below shows the response of 40 teachers from which 11 (27.5%) of the
respondents were female teachers, while 29 (72.5%) were male teachers on the presence
of qualified teachers at respective schools. The findings show that 27 (67.5%) of the
teacher respondents agreed, while 13 (32.5% of the respondents did not agree.
This shows that either some respondents had no idea on how to calculate the teacherstudents’ ratio or were skeptical in giving out the truth with the fear of exposing the
thought school secretes.
Table 4.3.1.4: Responses from teacher respondents
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
27
67.5
67.5
67.5
No
13
32.5
32.5
100.0
Total
40
100.0
100.0
Source: Field data (2012)
Table 4.3.1.5 Response from student respondents
Table 4.3.1.5 below shows the response from student respondents, where 68 (44.7%) of
152 were female students while 84 (55.3% of 152 were male students. The findings
show that 132 (86.8%) students agreed that schools had enough teachers while 20
(13.2%) of students indicated that the schools did not have enough teachers.
Table 4.3.1.5: Response from student respondents
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
132
86.8
86.8
86.8
No
20
13.2
13.2
100.0
Total
152
100.0
100.0
Source: Field data (2012)
51
4.3.2
Reasons for teachers’ exodus
Table 4.3.2 below shows the teachers exodus in ELCT-Iringa Diocesan secondary
schools. The ELCT-Iringa Diocese has been employing teachers to work in her
secondary schools. It has made great efforts in recruiting new teachers every year and
supporting teachers undergoing their further studies at different levels of teacher training
be it Diploma, Degree or Master’s level. Yet on return from training, teachers have been
absconding from their respective schools regardless of the support they received.
Table 4.3.2: Teachers’ exodus in ELCT-Iringa Diocesan secondary schools
School name
Years
2007
2008
2009
2010
2011
Pommern
3
4
5
4
3
Mtera
4
6
2
5
2
Malecela
2
2
3
5
2
Bomalang’ombe
3
4
5
3
3
Image
4
2
6
6
4
Lutangilo
2
3
5
3
2
Total
18
21
26
26
16
Source: Field data (2012)
Teachers have been leaving because of different reasons. The following were some of
the reasons for teachers exodus: Poor school administration, Teaching and learning
environment, Low teachers’ salaries, Joining Government employment, Search for job
security, Opportunity for further studies, Personal teacher’s misconduct, Lack of binding
contracts, Lack of motivation, Peer and Family pressure and Teachers’ laziness at work
place.
52
4.3.2.1 Poor school administration
Table 4.3.2.1 below shows the responses from teachers on poor administration in ELCTIringa Diocesan secondary schools to be the reason for teachers’ exodus. Findings show
that 32 (80.0%) of the teacher respondents advocated for poor school administration to
be one of the reason for teachers exodus while 8 (20%) of the teacher respondents did
not agree poor school administration to be one of the reasons for teachers’ exodus.
During oral interviews teachers expressed their inner feelings and concerns about the
poor administration issues such as nepotism, poor vision and miss use of school money.
Nevertheless, someone said: “I am only waiting for my post”. This implies that he was
on the way to quit.
Table 4.3.2.1: Teachers’ responses on poor school administration
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
32
80.0
80.0
80.0
No
8
20.0
20.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.2.2 Poor teaching and learning environment
Table 4.3.2.2 next page shows the responses of teacher respondents on poor teaching
and learning environment as one of the contributing factors towards teachers’ exodus in
ELCT-I Iringa Diocesan Secondary Schools. The findings show that 30 (75%) of the
teacher respondents agreed while 8 (25%) of the teacher respondents did not agree.
Teaching and learning environment included the school climate, infrastructures, water
supply, health services and guidance and counseling. The result showed that most
teachers were sensitive to environmental issues which led to exodus. Some teachers
could hardly stay for only two months and quit the place.
53
Table 4.3.2.2: Poor teaching and learning environment
Frequency
Valid
Percent
Valid Percent
Cumulative Percent
Yes
30
75.0
75.0
75.0
No
10
25.0
25.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.2.3 Low teachers’ salaries
Table 4.3.2.3 below shows the responses of teacher respondents on low teachers’
salaries to be one of reasons for teachers’ exodus. The findings show that 32 (80%) of
the teacher respondents mentioned the issue of low salaries paid to teachers to be one of
the reasons for teachers’ exodus while 8 (20%) of the teacher respondents did not say
anything about salaries. It is evident that some schools paid basing on government scale
or paid teachers a bit higher than the government scale in order to retain them. Some
teachers claimed that there was no clear salary scale to all teachers or uncertainty of the
dates of payments. Also, some claimed leave in search of greener pastures ( see table
4.5.1.1.(ii) on variation of teachers’ basic salaries in each school named by letters
A,B,C,D, E and F page 97).
Table 4.3.2.3: Teachers’ responses on low teachers’ salaries
Frequency
Valid
Percent
Valid Percent
Cumulative Percent
Yes
32
80.0
80.0
80.0
Silent
8
20.0
20.0
100.0
Total
40
100.0
100.0
Source: Field data (2012
54
4.3.2.4 Joining Government employment
Table below 4.3.2.4 below shows teacher respondents’ response on teachers’ exodus
based on the reason of joining government employment. The findings show that 22 (55.0
%) of the respondents supported the idea that most teachers become wild and nervous
once they receive government employment while 18 (45.0%) of the respondents did not
realize as strong point to make someone leave even without notice. During an interview
one respondent said; “They become nervous not because they know what they are
striving for but because some have taken it as a fashion. But later they have been
regretting as you can see some are coming back to the previous employer” (Personal
communication, August 2012).
Table 4.3.2.4: Joining Government employment
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
22
55.0
55.0
55.0
No
18
45.0
45.0
100.0
Total
40
100.0
100.0
Source: Researchers data (2012)
4.3.2.5 Search for job security
Table 4.3.2.5 below shows the responses of teacher respondents on search for job
security. The findings show that 14 (35.0%) of the respondents pointed out that some
teachers leave claiming that they are going to work somewhere they think is more
secured while 26 (65.0%) of the respondents did not find as a strong point. .The findings
through interviews reveals that the kind of security is the freedom to be away from close
supervision of the Heads of private schools. One of the teacher who joined government
school from ELCT-Iringa Diocese was heard saying; “I am now very comfortable”.
When asked how, she said; “I am now free for I go to work when I feel like. Also I can
55
even decide to go home at 12.00 noon and nobody asks me”. This implies that job
security means going somewhere to work without control.
Table 4.3.2.5: Search for job security
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
14
35.0
35.0
35.0
No
26
65.0
65.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.2.6 Opportunity for further studies
Table 4.3.2.6 below shows the responses from teacher respondents on opportunity for
further studies. The findings show that 20 (50.0%) of the respondents pointed out that
teachers who left claimed for further studies, while 20 (50.0%) of the respondents
claimed that some used it as a way to run away.
Table 4.3.2.6: Opportunity for further studies
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
20
50.0
50.0
50.0
No
20
50.0
50.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.2.7 Teachers’ misconduct
Table 4.3.2.7 next page shows responses of teacher respondents on teachers’
misconduct. The findings show that 12 (30%) of the respondents agreed that teachers’
misconduct was one of the reason for teachers’ exodus, while 28 (70%) did not agree
that teachers’ misconduct was a great point. They claimed that ethical problems were
56
seen to only few or the minority of teachers who left. Teachers’ misconduct include:
truancy, late going to work and failure to follow church requirements such as prayers
and hard working at work place. However, the finding shows that most teachers who left
without notice had misconduct issues.
Table 4.3.2.7: Teachers' misconduct
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
12
30.0
30.0
30.0
No
28
70.0
70.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.2.8 Lack of binding contract
Table 4.3.2.8 next page shows the responses of teacher respondents on lack of binding
contract. The findings show that 10 (25.0%) of the respondents supported the reason,
while 30 (75.0%) did not find it as strong reason in the sense that the issue of contracts is
not an easy task to have a contract that will favour both sides the employer and an
employee equally.
The findings show that some teachers had contracts yet they left. The question remains if
they had contracts how could they leave apart from being sponsored their training? The
truth is, if one is sponsored for his or her studies then, on his/her return from studies was
supposed to serve for five years. If not, this shows that the kind of contract is not
binding. Hence, the ELCT-Iringa Diocesan secondary schools will continue suffering
from teachers’ exodus due to lack of binding contract (see table 4.3.2.8 next page).
57
Table 4.3.2.8: Lack of binding contract
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
10
25.0
25.0
25.0
No
30
75.0
75.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.2.9 Lack of motivation
Table 4.3.2.9 below shows the responses of teacher respondents on lack of motivation.
The findings show that 16 (40.0%) of the respondents indicated existence of motivation,
while 24 (60.0%) of the respondents indicated lack of motivation to teachers. The
findings show that the only reward system was on partial support when one is on study,
reward to good academic performance and financial support to some teachers who are
closely tied to school administration.
Table 4.3.2.9: Lack of motivation
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
16
40.0
40.0
40.0
No
24
60.0
60.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.2.10 Peer and family pressure
Table 4.3.2.10 next page shows the response of teacher respondents on peer and family
pressure. The findings show that 20 (50.0%) of the respondents agreed that some
58
teachers left ELCT-Iringa Diocesan secondary schools because of peer and family
pressure, while 20 (50.0%)of the respondents opted for other reasons. The findings
show that majority of teachers have been using this reason as factor for some to move.
Not only had that but sometimes especially female teachers followed their husbands
because of marriage issue.
Table 4.3.2.10: Peer and family pressures
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
20
50.0
50.0
50.0
No
20
50.0
50.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.2.11 Teachers laziness at work place
Table 4.3.2.11 next page shows the response of teacher respondents on teachers’ laziness
at work place. The findings show that 26 (65.0%) of the respondents realized that some
teachers run away because of laziness, while 14 (35.0%. of the respondents did not see
as strong point. Many teachers who are newly employed face some challenges when it
comes to extra curriculum. Majority seem proud of “white color jobs” something
contrary to the reality where everybody is struggling for earning bread. Also, ELCTIringa Diocesan secondary schools are built by the cooperation of all members in a
respective school (see table 4.3.2.11 next page).
59
Table 4.3.2.11: Teachers' laziness at work place
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
26
65.0
65.0
65.0
No
14
35.0
35.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.3.3
Availability of teaching and learning facilities
Teaching and Learning uses both theoretical and scientific instruments like text books,
apparatus, CDs, charts, specimens and computers. The teaching and learning facilities
play a great role in imparting quality education to teachers and students. Having and
using the teaching and learning facilities in ELCT-Iringa Diocesan Secondary Schools
are important in several ways in imparting quality education to students. These facilities
stimulate learning, save time in explaining matters, encourage active participation,
promote creativity, create greater retention which make learning more permanent and
help teachers to be brief and precise. Others are; promote the development of skills of
cooperation and sharing among students and avoid teacher dependency and instead they
encourage student centred learning.
The provision of teaching and learning facilities enhance effective teaching and
learning towards quality education. Failure to have and use teaching and learning
facilities will imply poor provision of quality education. Furthermore, teachers and
students will be forced to become examinations oriented which will definitely
encourage memorization if not engage in examination frauds.
Hence, the study intended to examine the availability of teaching and learning facilities
in imparting secondary education to students in ELCT- Iringa Diocesan secondary
schools.
60
4.3.3.1 Presence of Library services in schools
Table 4.3.3.1 below explains the response of student respondents on the presence of
Library services in ELCT-Iringa Diocesan Secondary Schools. The findings show that
139 (91.4%) of the students agreed, while 13 (8.6%) of the students did not agree. The
result shows that students agreed that Library services are available, but the researcher’s
observation shows that there were small rooms in all schools serving the purpose of a
Library. For the capacity of a Library was estimated to accommodate hardly 20 students
at a time.
Table 4.3.3.1 Presence of Library services in schools
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
139
91.4
91.4
91.4
No
13
8.6
8.6
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.3.2 Response of teachers on availability of enough text books
Table 4.3.3.2 (i) next page shows the response of teachers on the presence of text books
in school Libraries. The findings show that 36 (90.0%) respondents accepted to have
enough text books while 4 (10.0%) respondents did not agree to have enough text books.
The result shows that majority of teachers and students accepted to have enough text
books. But the researcher observed schools having more reference books provided by
‘Books for Africa’ from United States of America (see table 4.3.3.2 (i) next page).
61
Table 4.3.3.2(i) Response of teachers on availability of enough text books
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
36
90.0
90.0
90.0
No
4
10.0
10.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
Table 4.3.3.2 (ii) below shows the response of students on the availability of text books
in school library. The findings show that 135 (88.8%) of the respondents agreed to have
enough text books, while 17 (11.2%) of the respondents did not agree to have enough
text books in school library. The result shows that students had no idea about the student
text book ratio and could not differentiate between text books and reference books. But
the researcher observed schools having more reference books provided by ‘Books for
Africa’ from United States of America than the text books recommended by Ministry of
Education and Vocational Training by following secondary school curriculum.
Table 4.3.3.2 (ii): Response of students on availability of enough text books
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
135
88.8
88.8
88.8
No
17
11.2
11.2
100.0
Total
152
100.0
100.0
Source: Field data (2012)
62
4.3.3.3 Visits to school library in a week by both teachers and students
Table 4.3.3.3 below shows the visits of 40 teachers and 152 students to school libraries
in a week period of time. The findings show that 44 (22.9%) of the respondents attend
only once, 81 (42.2%) of the respondents visit twice a week while 56 (29.2%) of the
respondents visit every day and 11 (5.7%) do not have a habit to visit school library for
private study. The findings show that majority do not visit library service every day.
This implies libraries available do not have enough space to accommodate many people
at a time.
Table 4.3.3.3 Visits to school library in a week by both teachers and students
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Once
44
22.9
22.9
22.9
Twice
81
42.2
42.2
65.1
Every day
56
29.2
29.2
94.3
None
11
5.7
5.7
100.0
Total
192
100.0
100.0
Source: Field data (2012)
63
Figure 4.3.3.3 Students studying in Library
Photograph above shows students studying in a Library during private time at Malecela
Secondary School.
Source: Field data (2012)
4.3.3.4 Availability of school laboratories
Table 4.3.3.4 next page shows the availability of school laboratories in ELCT-Iringa
Diocesan Secondary Schools. The respondents to this question were teachers and
students making a total of 181 respondents. The findings show that 157 (86.7%)
respondents agreed to have laboratories, while 24 (13.3%) respondents disagreed that
there were laboratories. The findings show that not all schools have laboratories.
Physical observations showed that schools had rooms and stores for chemical and
apparatus (see table 4.3.3.4 next page).
64
Table 4.3.3.4: Availability of school laboratories
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Available
157
86.7
86.7
86.7
Not Available
24
13.3
13.3
100.0
Total
181
100.0
100.0
Source: Field data (2012)
Also, it was observed that only two schools have laboratories that are half equipped.
Figure 4.3.3.4 below shows a school chemistry laboratory at Malecela secondary school.
Figure 4.3.3.4 Chemistry Laboratory
Photograph above shows one of the Chemistry Laboratory at Malecela Secondary School.
Source: Field data (2012)
65
4.3.3.5 Availability of enough apparatus in school laboratories
Table 4.3.3.5 below explains the response of all respondents excluding 2 respondents
from the head office of the Diocese on availability of enough apparatus in laboratories.
Thus, the number of respondents to this question was 198 respondents. The findings
show that 124 (62.6%) of the respondents agreed to have enough apparatus, while 74
(37.4%) of the respondents disagreed to have enough apparatus in laboratories. The
findings show that some schools had no laboratories but had only samples of apparatus
and chemicals to show to students. This led to doing Alternative to Practical during
NECTA form four examinations.
However, some schools were equipped to allow students sit for Actual Practical during
NECTA examination (see also Figure 4.3.3.5 next page).
Table 4.3.3.5: Availability of enough apparatus in school laboratories
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Enough
124
62.6
62.6
62.6
Not Enough
74
37.4
37.4
100.0
Total
198
100.0
100.0
Source: Field data (2012)
66
Figure 4.3.3.5 Laboratory apparatus
Photograph above shows a science teacher at Mtera secondary school orienting a researcher on Laboratory
equipment available at school
Source: Field data (2012)
4.3.3.6 Performing actual practical in science subjects
Table 4.3.3.6 next page shows students’ response on the possibility of students
performing the actual practice in science subjects. The findings show that 45 (29.6%) of
the students agreed to perform practical always, while 107 (70.4%) of the students said
very rarely they go to laboratory for doing actual practical. The findings show that
majority conducted practical only close to final national examinations. Also, they do not
use laboratories always for science practical and seldom do visit laboratories. This
implies those teachers are aware about chemicals and apparatus but are very expensive.
(See table 4.3.3.6 next page).
67
Table 4.3.3.6: Perform actual practical in science subject
Cumulative
Valid
Frequency
Percent
Valid Percent
Percent
Always
45
29.6
29.6
29.6
Sometime
107
70.4
70.4
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.3.7 Sitting for actual practical in final national examinations
Table 4.3.3.7 below shows students response on the type of examination they sit in
science subjects during National Examinations. The findings show that 136 (89.5%)
respondents agreed to sit for Actual Practical, while 16 (10.5%) respondents sit for
Alternative to Practical. The results show that students have been sitting for Alternative
to Practical in science subjects since school started for example Lutangilo secondary
school students have been sitting for Alternative to Practical since 2007 to 2011. This
implies that there has been a dominant teacher centered approach which always affects
creativity of learners.
Table 4.3.3.7: Sitting for actual practical in final national examinations
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
YES
136
89.5
89.5
89.5
NO
16
10.5
10.5
100.0
Total
152
100.0
100.0
Source: Field data (2012)
68
4.3.3.8 The use of teaching and learning aids in classrooms
Table 4.3.3.8 below shows the response of 152 students on the use of teaching and
learning facilities during classroom sessions. The findings show that 121 (79.5%) of the
teachers use teaching and learning aids in classroom sessions, while 31 (20.4%) of the
respondents said teachers did not use teaching and learning aids. During the interviews
students said teachers use teaching and learning aids mostly in science subjects but in
other subjects, teachers did not use them. The results show that some teachers do not use
teaching and learning aids.
Table 4.3.3.8: The use of teaching and learning aids in classroom
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
YES
121
79.6
79.6
79.6
NO
31
20.4
20.4
100.0
Total
152
100.0
100.0
Source: Field data (2012)
69
Figure 4.3.3.8: Shows the teaching and learning aid
Photograph above was found at Pommern Secondary School. This was a photograph of a human skeleton.
Source: Field data (2012)
4.3.3.9 Availability of classrooms
Table 4.3.3.9 next page shows the response of 193 respondents, while 7 respondents did
not say anything on the availability of enough classrooms in ELCT-Iringa Diocesan
Secondary Schools. The findings from 193 respondents show that 136 (70.5%) of the
respondents agreed to have enough classrooms, while 57 (29.5) of the respondents did
not agree schools to have enough classrooms. The findings show that classroom-students
ratio of 1:40 was not clear to most respondents because to them even having 60 students
in a single room could mean to having enough classrooms. The observation shows that
most schools had shortage of classrooms as per registered number of streams in relation
to yearly enrollment (see table 4.3.3.9 next page).
70
Table 4.3.3.9: Availability of classrooms
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
136
70.5
70.5
70.5
No
57
29.5
29.5
100.0
Total
193
100.0
100.0
Source: Field data (2012)
4.3.3.10 Availability of furniture for all students
Table 4.3.3.10 below explains the availability of furniture for all students. The findings
are from students only who experience the shortage. The findings show that, 115
(75.7%) of the respondents agreed to have enough furniture, while 37 (24.3%) of the
respondents said there were no enough furniture for all students especially chairs and
desks. The results show majority had enough furniture while others suffer the shortage.
This implies that students were in hard time because in some school students were seen
using stools during classroom sessions (see also Figure 4.3.3.10 next page).
Table 4.3.3.10: Availability of furniture for all students
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
YES
115
75.7
75.7
75.7
NO
37
24.3
24.3
100.0
Total
152
100.0
100.0
Source: Field data (2012)
71
Figure 4.3.3.10: Students using stools during classroom sessions
Photograph above shows students seated on stools in a classroom.
Source: Field data (2012)
4.3.3.11 Number of meals per day
Table 4.3.3.11 next page shows the response of student respondents on the number of
meals to students per day. The findings show that 20 (13.2%) of the respondents got two
meals per day, 129 (84.9%) of the respondents got three meals three per day and 3 (2%)
of the respondents got four meals per day. The findings show that majority receive meals
three times per day that is breakfast, lunch and dinner. The observation revealed that
students were supplied mainly with porridge, ugali and beans as staple food for all
schools. The meals given to all students were enough. Sometimes or some days per
week they ate rice, fruits and meat. When such kinds of meals are provided, such days
72
are regarded as special days; every student is alert and truancy is minimal. This implies
that there is lack of balanced diet to children who join secondary school at the age of 12
years while they still need protein for growth, fruits for body defense and mineral for
body strength. Another implication could be due to the low school fee charged per year.
For example, in 2011 the school fee for all ELCT-Iringa Diocesan secondary schools
was Tshs 550,000.00 per year for forms I to IV and Tshs 650,000.00 for forms V to VI.
This amount is three times lower than the amount payable to ELCT- Lutheran Junior
Seminary X ( Tshs 1,790,000.00) for Form one, of while all schools serve the same core
mission of preaching the word of God.
Table 4.3.3.11: Meals per day
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Two
20
13.2
13.2
13.2
Three
129
84.9
84.9
98.0
Four
3
2.0
2.0
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.3.12 Availability of dormitories
Table 4.3.3.12 next page shows response of student respondents on the availability of
dormitories and their capacity to accommodate enrolled students. The findings show that
110 (72.4%) of the students agreed to have enough dormitory spaces, while 42 (27.6%)
of the respondents indicated that there was shortage of dormitories. The findings show
that not all schools had enough dormitories. Physical observation shows that there is
shortage of accommodation in some schools and sometimes students shared a bed (see
table 4.3.3.12 next page).
73
Table 4.3.3.12: Availability of dormitories
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
YES
110
72.4
72.4
72.4
NO
42
27.6
27.6
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4
Students’ learning mind set
Students learning mind set is one of important contributing factors towards imparting
quality education. The background of children has great influence to the quality children
when exposed to learning of formal education. There are several things to be considered
in the entire development of children towards quality education. Some of these things to
be looked at are: Health of the children, early development, parental care, parental
academic status, provision of food, home curriculum, English language, especially the
mastering of the language as a means to communication during learning, sound peer
groups, regular attendance to schools and successful previous formal school experience.
In our case this is primary school education.
Secondary schools receive students after they have attained primary education. In some
cases private schools receive students who have stayed at home for more than two years.
In such circumstances it may suggest the deviation of learning track caused by home
curriculum, extra curriculum, globalization, peer groups and physiological change like
puberty as we can witness most primary pupils in Tanzania complete standard seven at
the age of 12 years.
No wonder, students learning mind set has been changed by the so called globalization
and other social interactions in the course of living. Today secondary teachers are
questioning themselves as to what exactly causes the failure in the National
74
examinations and the entire behavior of school children. If one could reflect back to his
or her youth age for those who started living in this world before 1980 then could realize
that things which todays’ children know, the old generation came to know at the age of
30 years or above. In this case, todays’ children are ahead of many things sociological,
physiological or psychological which to some extent may look good in seeing and
adopting but questionable in integrating into their course of living.
Many stakeholders of education like Educational Officers at all levels, Parents, Teachers
and Students themselves have been complaining for bad characters, misconduct and
increased failure in National examinations, things that have contributed to the loss of
self-study morale. Everyone has been throwing blames at each other. But all in all at the
end of the day teachers receive a greater portion of blames.
Hence, the research had an intention of finding out the reasons for the loss of self-study
morale among secondary students.
The following were the reasons found in the ELCT-Iringa Diocesan Secondary Schools.
These reasons are: Electricity problem, Poor teaching and learning environment,
Parental influence, Peer pressures, Students laziness, School extra curriculum, Teaching
and learning facilities, Lack of students self- awareness, Students misconduct, Teachers
professional ethics, Globalization, English language problem, Poor academic
performance, Lack of students private study, Time factor and Students’ academic
incapability.
4.3.4.1 Electricity Problem
Table 4.3.1 next page shows the response of students on the problem of electricity in
schools. The findings show that 16 (10.5%) of the respondents pointed out that there is a
problem of electricity, while 136 (89.5%) of the respondents did not mention as reason
for the loss of self-study morale among students. The researcher’s observation is that
there was great variation in the source of power. Some schools used Solar and
Generators while others accessed hydroelectric power. Schools like Image, Lutangilo
75
and Pommern had electricity lighting from 7.00 pm to 10.00 pm. This was a hindering
factor even to those who would like to extend their time for private study.
Table 4.3.4.1: Electricity problem
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
16
10.5
10.5
10.5
No
136
89.5
89.5
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4.2 Parental influence
Table 4.3.4.2 below explains the parental influence in imparting quality education in
ELCT- Iringa Diocesan Secondary Schools. The findings were as follows, 22 (14.5%) of
the students pointed out parental influence as one of the factors either enhancing or
inhibiting the process of imparting quality education while 130 (85.5%) of the
respondents mentioned other reasons. The findings show that parental influence was one
of the reasons for the loss of self-study among secondary students.
Table 4.3.4.2: Parental influence
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yea
22
14.5
14.5
14.5
No
130
85.5
85.5
100.0
Total
152
100.0
100.0
Source: Field data (2012)
76
4.3.4.3 Peer influence
Table 4.3.4.3 below shows peer influence as one of the reasons for the loss of self-study
among secondary students. The findings were as follows: 23 (15.1%) of the students said
yes while 129 (84.9%) of the students mentioned other reasons. The findings show that
peer influence is one of the reasons for the loss of self-study among secondary students.
During an interview with students one student said; “Sir, we are cheating ourselves. One
girl came with X-Pictures and showed us during study time. We hide in dormitories and
spent the whole night watching it, while our fellow students attended classes” (Personal
communication with student X, 2 August 2012).
Table 4.3.4.3: Peer influence
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
23
15.1
15.1
15.1
No
129
84.9
84.9
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4.4 Lack of students’ seriousness
Table 4.3.4.4 next page explains the contribution of lack of students’ seriousness
towards loss of self-study morale among secondary students. The findings were as
follows: 70 (46.1%) of the respondents supported, while 82 (53.9%) of the respondent
did not agree. The findings show that most students are enrolled under 18 years, hence,
they lack seriousness towards self-drive in studies (see table 4.3.4.4 next page).
77
Table 4.3.4.4: Lack of students' seriousness
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
70
46.1
46.1
46.1
No
82
53.9
53.9
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4.5 Teaching and learning environment
Table 4.3.4.5 below shows poor teaching and learning environment as a reason for the
loss of self-study among secondary students. The findings show that 86 (56.6%) of the
student respondents agreed with the reason, while 66 (43.4%) of the respondents did not
agree. The findings show that teaching and learning environment in ELCT- Iringa
Diocesan secondary schools are not conducive (see also Figure 4.3.4.6 next page).
Table 4.3.4.5: Teaching and learning environment
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
86
56.6
56.6
56.6
No
66
43.4
43.4
100.0
Total
152
100.0
100.0
Source: Field data (2012)
78
Figure 4.3.4.5 (i): Earliest dormitory built in 2003
Photograph above shows the earliest dormitory when the school had just opened in 2003
Source: Field data (2012)
79
Figure 4.3.4.5 (ii): Newly Built Dormitory built in 2007
Photograph above shows a nice dormitory built later at the same school. This dormitory
replaced the old historical dormitory shown above. This is how people were committed
to make sure that a school continues providing educational service
Source: Field data (2012)
4.3.4.6 Students’ laziness
Table 4.3.4.6 next page shows student respondents on students’ laziness for the loss of
students’ self-study among secondary students. The findings show that: 138 (90.8%) of
the students agreed the reason that laziness was the cause of loss of self- drive in selfstudy, while 14 (9.2%) of the respondents did not agree. The findings show that most
students supported the reason for the loss of self-study among students as being
students’ laziness (see table 4.3.4.6 next page)
80
Table 4.3.4.6: Students' laziness
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
138
90.8
90.8
90.8
No
14
9.2
9.2
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4.7 School extra curriculum
Table 4.3.4.7 below shows the response of students on school extra curriculum. The
findings show that 124 (81.6%) of the students agreed the reason, while 28 (18.4%) did
not agree. The findings show that school extra curriculum was dominant in ELCTIringa secondary schools for all schools started with minimal preparation of which
students have been part and parcel in the development of the school. Also it caused lack
of private study time. The researcher revealed that, students had negative attitudes
towards school extra curriculum due to their background. In some cases, for example
Image secondary school, students conducted a riot in 2008 opposing extra curriculum
activities. The death of Arusha declaration which emphasized self-reliance has affected
not only students but the entire country of Tanzania.
Table 4.3.4.7: School extra curriculum
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
124
81.6
81.6
81.6
No
28
18.4
18.4
100.0
Total
152
100.0
100.0
Source: Field data (2012)
81
4.3.4.8 Students’ misconduct
Table 4.3.4.8 below shows the response of student respondents on students’ misconduct.
The findings show that 78 (51.3%) of the students mentioned misconduct as the reason
for the loss of self-study among secondary students while 74 (48.7%) of the students did
not agree. The findings show that all schools experienced students’ misconduct. During
observation process the researcher witnessed one student who absconded from studies
for three months and was working as cook for the day students at another school. Not
only that, but he was also involved in drinking alcohol and smoking. The parent was so
sorry but he was told to go back home with his son.
Table 4.3.4.8: Students' misconduct
Frequency
Valid
Percent
Valid Percent
Cumulative Percent
Yes
78
51.3
51.3
51.3
No
74
48.7
48.7
100.0
152
100.0
100.0
Total
Source: Field data (2012)
4.3.4.9 English language problem
Table 4.3.4.9 next page shows the response of students on English language problem.
The findings show that 72 (47.4%) of the students agreed that poor English language
proficiency as the reason for the loss of self-study among secondary students, while 80
(52.6%) of the students did not agree. The findings show that lack of proficiency in
English language was one of the reasons for the loss of self-study among students. The
researcher observed the following, one student when responding to A Questionnaire to
Students, Question No. 13 which asked: Do you know any students who do not want to
attend evening preparation (Prep)? YES/NO
82
Give reasons for YES/NO
His response (Form Three Student) was: YES, Due to absence of near teachers with
their students because some student they don’t know why their?
Another one (Form Four Student) wrote: Yes because they are no able how are
dowing
Yet another student, a Form Four Student wrote: YES because many student are wants
to
The findings revealed that; not only students, but even some teachers had problems with
written English. Consider the following two examples from two University graduates;
One respondent in answering question 3 which said: Do you experience teachers’
exodus at your school? YES/NO
If YES, what do you think could be the reasons for
their exodus?
His response was: The location of the school-which leds transport to be difficult.
Another one in responding to Q4 which said: To which kind of schools do teachers
preferably go? Government/Private Give reasons for their choice:
His response was: Government, Because at Government all right for workers are
considered even if it can be late.
Table 4.3.4.9: English language problem
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
72
47.4
47.4
47.4
No
80
52.6
52.6
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4.10 Teaching and learning facilities
Table 4.3.4.10 next page shows teaching and learning facilities as one of the reasons for
the loss of self-study among secondary students in ELCT-Iringa Diocesan secondary
schools. The findings were as follows, 24 (15.8%) of students agreed and 128 (84.2%)
83
of students did not agree. The findings show that minority had an idea about the
importance of the teaching and learning facilities while the majority had no idea about
the essence of teaching and learning facilities. Hence, students are used to rote learning.
Table 4.3.4.10: Teaching and learning facilities
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
24
15.8
15.8
15.8
No
128
84.2
84.2
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4.11 Teachers’ professional ethics
Table 4.3.4.11 below shows teachers’ professional ethics as one of the reasons for the
loss of self-study among students. The findings show that, 32 (21.1%) of the students
pointed out teachers’ professional ethics as the reason, while 120 (78.9%) of the students
did not agree. The findings show that the minority was aware but majority were scared
to write down. This was vivid during conduction of an interview from which some
students could not speak or write openly but underground voices suggested the answer.
Few things which were pointed out are: teachers not attending classes regularly and
some teachers having love affairs to students.
Table 4.3.4.11: Teachers’ professional ethics
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
32
21.1
21.1
21.1
No
120
78.9
78.9
100.0
Total
152
100.0
100.0
Source: Field data (2012)
84
4.3.4.12 Impact of globalization
Table 4.3.4.12 below shows the impact of globalization on loss of self-drive in studies.
The findings show that 12 (7.9%) of the respondents agreed the impact of globalization,
while 140 (92.1%) of the respondents did agree. The findings show that majority of
students were in line with globalization to the extent that they could not easily realize.
But minority pointed crucial points like adapting love affairs style from western culture
like hugging in public, having X-Pictures at school and disliking physical works.
Table T4.3.12: Impact of globalization
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yea
12
7.9
7.9
7.9
No
140
92.1
92.1
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4.13 Poor academic background
Table 4.3.4.13 next page shows the response of student respondent on poor academic
background of students. The findings show that 19 (12.5%) of the mentioned poor
academic background as one of the factors affecting imparting of quality education but
133 (87.5%) of the students did not agree. The findings show that students set the
previous examination results as their basis of performance. When the result were very
good, created two things in their minds:
One, they celebrated highly and reflected the result as if their future results will be the
same. This made them think that the examination will always be easy; did not bother to
struggle harder.
85
Two, when the results were bad students were discouraged and laid down tools looking
for a lot of excuses like the school has no good teachers, teachers do not teach well, no
books and too much extracurricular activities. Some even asked for transfers from some
schools.
Table 4.3.4.13: Poor academic background
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
19
12.5
12.5
12.5
No
133
87.5
87.5
100.0
Total
152
100.0
100.0
Source: Field data (2012)
4.3.4.14 Students academic performance
Table 4.3.4.14 next page shows the response of the heads of schools on the students’
academic performance for the years 2007 to 2012. The findings show that there were no
respondents who evaluated the schools as having Very good performance, 1 (16.7%) of
the respondents evaluated schools as having Good performance, 3 (50.0%) of the
respondents evaluated schools as having Average performance, while 2 (33.3%) of the
respondents evaluated schools as having Poor performance.
The students’ academic performances evaluated were those of National Form Four and
form six examination results. The results indicate gender and divisions students got in
each school involved in the study (see table 4.3.4.14(i) page 87 to 88 and table
4.3.4.14(ii) page 89).
The results show that most schools in ELCT-Iringa Diocese perform average or poor
with an exception of only one school which was evaluated as having Good performance.
This implies that the spirit of hard work has been going down.
86
The findings show that the reasons for the poor performance were lack of teaching and
learning facilities, the use of part time teachers, use of unqualified teachers like form six
leavers, laziness of students, indiscipline of students, teachers’ misconduct, teachers’
exodus and frequent change of school administration i.e. heads of schools.
Table 4.3.4.14: Students' academic performance
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Good
1
16.7
16.7
16.7
Average
3
50.0
50.0
66.7
Poor
2
33.3
33.3
100.0
Total
6
100.0
100.0
Source: Field data (2012)
Table 4.3.4.14 (i): National Form Four examination results 2007-2011
SCHOOL
POMMERINI
MTERA
DIVISION
2007
2008
2009
2010
2011
F
M
T
F
M
T
F
M
T
F
M
T
F
M
T
I
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
II
0
3
3
0
0
0
0
1
1
0
1
1
0
0
0
III
8
14
22
1
17
18
1
2
3
2
1
3
0
2
2
IV
56
50
106
26
31
57
36
18
64
25
20
45
23
20
43
0
3
3
6
1
0
1
4
4
8
16
10
26
14
10
24
I
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
II
0
1
1
0
0
0
0
1
1
0
0
0
0
0
0
III
0
10
10
4
12
16
1
5
6
0
4
4
0
6
6
IV
43
29
72
26
27
53
33
31
64
20
23
43
19
29
48
0
4
5
9
1
1
2
3
2
5
5
0
5
32
18
50
87
MALECELA
BOMA LA
NG'OMBE
IMAGE
LUTANGILO
I
0
3
3
0
0
0
0
0
0
0
0
0
0
0
0
II
0
5
5
1
3
4
0
2
2
0
3
3
0
1
1
III
3
20
23
2
12
14
2
9
11
2
7
9
1
6
7
IV
16
21
37
33
44
77
51
49
100
16
25
41
13
41
54
0
8
2
10
12
9
21
15
11
26
28
19
47
35
23
58
I
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
II
1
1
2
0
1
1
0
1
1
0
1
1
0
0
0
III
5
5
10
1
1
2
0
2
2
3
6
9
1
7
8
IV
18
11
29
12
20
32
19
18
37
29
17
46
31
35
66
0
0
0
0
0
1
1
2
0
2
9
1
10
20
4
24
I
0
0
0
0
1
1
2
1
3
0
1
1
0
0
0
II
2
1
3
1
4
5
1
6
7
1
5
6
0
3
3
III
0
15
15
3
13
16
7
22
29
6
14
20
5
6
11
IV
4
16
20
17
20
37
37
33
70
44
50
94
78
60
138
0
0
0
0
2
0
2
0
0
0
0
0
0
1
3
4
I
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
II
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
III
0
0
0
2
5
7
0
0
0
0
0
0
0
1
1
IV
0
0
0
20
18
38
19
19
38
5
16
21
11
21
32
0
0
0
0
4
3
7
7
6
13
16
16
32
14
13
27
Source: NECTA results 2007-2011
88
Table 4.3.4.14 (ii): National form six examination results 2007-2012
SCHOOL
POMMERINI
MTERA
MALECELA
IMAGE
DIVISION
2007
2008
2009
2010
2011
2012
F
M
T
F
M
T
F
M
T
F
M
T
F
M
T
F
M
T
I
2
1
3
8
12
20
6
9
15
2
7
9
0
0
0
0
0
0
II
17
19
36
32
32
64
26
38
64
11
33
44
0
1
1
3
11
14
III
15
41
56
27
53
80
60
77
137
48
61
109
8
10
18
15
37
52
IV
3
14
17
5
8
13
8
15
23
5
6
11
2
6
8
3
6
9
0
1
1
2
0
2
2
1
4
5
0
1
1
1
1
2
0
0
0
I
0
0
0
0
0
0
II
0
0
0
0
0
0
III
3
4
7
0
2
2
IV
0
0
0
0
0
0
0
0
0
0
1
0
1
I
0
1
1
2
3
5
1
3
4
0
1
1
0
0
0
0
0
0
II
0
4
4
6
3
9
7
14
21
1
6
7
0
3
3
2
1
3
III
10
9
19
7
9
16
8
26
34
8
15
23
5
13
18
2
3
5
IV
2
7
9
2
5
7
3
5
8
8
8
16
0
7
7
1
1
2
0
1
0
1
0
1
1
1
3
4
0
2
2
1
3
4
1
0
1
I
0
8
8
0
1
1
0
2
2
II
3
11
14
2
6
8
2
4
6
III
14
18
32
10
18
28
8
20
28
IV
0
3
3
2
5
7
2
6
8
0
0
1
1
1
3
4
0
2
2
Source: NECTA results 2007-2012
4.3.4.15. The art of reading books
Table 4.3.4.15 next page shows students’ choice on what kind of books they prefer
reading during their self-study between those with questions and answers and questions
without answers. The findings show that 96 (63.2%) of the students prefer reading books
with questions and answers, while 56 (36.8%) of the students prefer reading books with
questions without answers. The findings show that majority of the respondents want to
89
read books which have questions and answers. This implies that the self-study morale
has gone down. This kind of spirit encourages studying by memorization.
Table 4.3.4.15: The art of reading books
Cumulative
Valid
Frequency
Percent
Valid Percent
Percent
96
63.2
63.2
63.2
56
36.8
36.8
100.0
152
100.0
100.0
Reading books with Questions
and Answers
Reading Books with Questions
without Answers
Total
Source: Field data (2012)
4.4
Other contributing factors to imparting quality education
The following are other contributing factors to imparting quality education in ELCTIringa Diocesan Secondary Schools: School administration, School culture, Role of
school owners, Teaching and learning environment and Attitude of community towards
quality education.
4.4.1
School administration
Table 4.4.1.1 next page shows the response of student respondents on school
administration. The findings show that 120 (78.9%) of the respondents said Yes,
meaning they were comfortable with the existing heads of schools, while 32 (21.1%) of
the respondents disagreed meaning they were not comfortable. The findings from
students show that majority of students are comfortable with the heads of their schools,
while some students in some schools were not comfortable with the heads of schools
(see table 4.4.1.1 next page).
90
Table 4.4.1.1: Students’ response on school administration
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
YES
120
78.9
78.9
78.9
NO
32
21.1
21.1
100.0
Total
152
100.0
100.0
Source: Field data (2012)
Table 4.4.1.2 below shows the response from teachers on school administration. The
findings show that 26 (65.0%) of the teachers were uncomfortable with school
administration, while 14 (35.0%) of the teachers were comfortable with school
administration. Interviews and observations results reveal that majority of teachers were
not comfortable with the existing heads of schools. Some of their complains on heads of
schools were: poor leadership skills, corruption, nepotism, conservatism, misuse of
financial resources, existing conflicts between teachers and heads of schools, strictness
of some heads of schools, frequent change of heads of schools, poor vision for the
school and misallocation of school resources.
Table 4.4.1.2: Teachers’ response on school administration
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Uncomfortable
26
65.0
65.0
65.0
Comfortable
14
35.0
35.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
91
4.4.2
School culture
Table 4.4.2 below shows school culture as one of the contributing factors to imparting
quality education. The findings show that 12 (30.0%) of the teachers pointed out
misconduct as something becoming an issue to be addressed exhaustively, 8 (20.0%) of
the teachers said laziness among teachers and students in ELCT-Iringa Diocesan
Secondary Schools has drastically increased as a result of loss of self-study morale
among students and 20 (50.0%) of the teachers advocated for lack of unity among
teachers themselves, teachers and students, teachers or students and heads of schools.
This implies that the teaching and learning towards quality education will become a
dream in such existing school culture.
Table 4.4.2: School culture (ethical issues)
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Misconduct
12
30.0
30.0
30.0
Laziness
8
20.0
20.0
50.0
Lack of unity
20
50.0
50.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.4.3
Role of owner of schools
Table 4.4.3 next page shows the response from teacher respondents on the role of
school owners. The findings show that 33 (82.5%) of the respondents agreed, while 7
(17.5%) of the respondents disagreed. The results show that the owner of school has
been actively involved in the development and evaluation of the schools progress. The
results show that the owner of schools works hand in hand with the schools. The
observations made during field work, the owner supported schools in many ways. Some
of them are: financial support through various resources, providing leadership skills
92
though conducting seminars, settling disputes of students, teachers and heads of schools
when they arises, changing leadership when proved incapable and supporting further
studies of the workers.
Table 4.4.3: Support from owner of schools
Cumulative
Valid
Frequency
Percent
Valid Percent
Percent
Actively involved
33
82.5
82.5
82.5
Less actively involved
7
17.5
17.5
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.4.4
Teaching and learning environment
Table 4.4.4 next page shows the responses from teacher respondents as to whether they
are comfortable with the working environment of their schools. The findings show that
21 (52.5%) of the teachers were confortable, while 19 (47.5%) of the teachers were
uncomfortable with their working environment. The findings show that teachers were
divided about teaching and learning environments. Some schools are located near to the
Diocesan Head office while others are far from the Head office. The nearest school is 56
kilometres while the school farthest from Head office is 235 kilometres. Also
geographical location of some schools was a discouraging factor to some teachers to
stay. Some teachers pointed out that they are supposed to walk 14 kilometres to and
from school every day. This implies that such schools are never friendly to teachers who
are physically weak, sickly or disabled. Retaining teachers in such environment needs
favourable considerations from Head of school and the employer (see table 4.4.4 next
page).
93
Table 4.4.4: Teaching and learning environment
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
21
52.5
52.5
52.5
No
19
47.5
47.5
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.4.5
Attitude of community towards imparting quality education
4.4.5.1: External influence from parents
Table 4.4.5.1 below shows responses of heads of schools on the attitude of community
towards imparting quality education. The findings show that 6 (100 %) of the respondents
agreed to have parental influence in schools. The findings show that parents had great
influence in violating agreed rules and principles like Diocesan education policy of 41%
average. The following were some of their influences: siding with their children in
indiscipline cases, not paying school fees, failure to provide basic needs to their children
leaving a burden to schools, having negative attitude upon Diocesan education policy of
41% average and forcing enrollment by the virtual of being a school stakeholder. On the
other hand some parents have positive attitude, they do encourage teachers and students to
become tolerant with the environment, financial assistance for school development and
paying school fee on time.
Table 4.4.5.1: External influence from parents
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
6
100.0
100.0
100.0
Yes
Source: Field data (2012)
94
4.4.5.2 External influence from politicians
Table 4.4.5.2 below shows the responses of heads of schools on external influences from
politicians. The findings show that 6 (100.0%) of the respondents agreed to have
external influence in schools. The findings show that all respondents experience external
influence from politicians. The top down seculars are to be implemented as “Dogmas”.
Thus, Heads of schools are to implement circulars as written. For example, this is one of
the reinforcement from an educational officer of high rank: “If you do not adhere, your
school will be closed” (name withheld).
Table 4.4.5.2: External influence from politicians
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
6
100.0
100.0
100.0
Yes
Source: Field data (2012)
4.5
Mechanisms employed to combat the problem of teachers’ exodus, lack of
teaching and learning facilities and loss of self-study morale among
secondary students
4.5.1
Teachers’ exodus
In order to retain teachers the Owner of schools has taken some initiatives to combat the
problems caused by various factors. The following were the mechanisms employed to
combat teachers’ exodus: salary adjustments, motivation to teachers, strengthening
school administration, recruitment of new teachers and strengthening teachers’ contracts
95
4.5.1.1 Salary adjustment
Table 4.5.1.1(i) and 4.5.1.1(ii) below show responses of teachers on teachers’ salary
adjustment, salary scheme and as to whether is being comfortable with the salary
schemes. The findings show that 24 (60.0%) of the respondents agreed to be
comfortable, while 16 (40.0%) of the respondents did not agree.
Table 4.5.1.1 (i): Salary adjustment
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
24
60.0
60.0
60.0
No
16
40.0
40.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
The findings show that there is no common salary scheme to all schools. The Owner of
schools has taken the initiative to reconcile teachers’ remuneration by following the
government scale as a base to arranging teachers’ salary scales. However, the owner of
schools has given room to heads of schools to pay teachers higher basic salaries than that
of the Government salary scheme. Also, there is top up allowances given to teachers as
an additional income on their basic salaries in order to attract teachers to join its schools
and be retained (Personal communication with ELCT-Iringa Diocesan General Secretary
August, 2012).
Also, the findings revealed that in some schools teachers were paid above the
government scale, while others were paid below government salary scheme for example
school A which pays Tshs 250.000.00 below the government scale of 325,000.00 for
teachers having Diploma (see table 4.5.1.1 next page). Also, the findings revealed that
the initiatives of the heads of schools in retaining teachers in their respective schools
were highly needed (see table 4.5.1.1(ii) next page)
96
Table 4.5.1.1(ii): Variation of teachers’ basic salaries in schools A, B, C,D,E and F
School name
Form six
Diploma
Degree
Master degree
School A
Tshs 140.000.00
Tshs 250.000.00
Tshs 500,000.00
-
School B
Tshs 200.000.00
Tshs 400,000.00
Tshs 600.000.00
-
School C
Tshs 260,000.00
Tshs 414,000.00
Tshs 517,000.00
Tshs 716,000.00
School D
Tshs 150,000.00
Tshs 320,000.00
Tshs 520,000.00
-
School E
Tshs 160,000.00
Tshs 380,000.00
Tshs 480,000.00
Tshs 620,000.00
School F
Tshs 180,000.00
Tshs 351,000.00
Tshs 450,000.00
-
Source: Field data (2012)
4.5.1.2 Motivation to teachers
Table 4.5.1.2 next page shows the responses of teacher respondents on motivation
system to teachers. The findings show that 30 (75.0%) of the respondents agreed to have
motivation to teachers, while 10 (25.0%) of the respondents did not agreed. The findings
show that some school had difficulties in financial status even though the motivation
policy was there to be implemented by all schools. The observation showed that the
Diocese has assisted teachers to personal loans from CRDB. Teachers have an open
room to access loans guaranteed by the Diocese through monthly salary of a teacher.
Teachers are given free housing, they go on tours and the Diocese sponsors teachers who
get opportunities for further studies (see table 4.5.1.2 next page).
97
Table 4.5.1.2: Motivation to teachers
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
30
75.0
75.0
75.0
No
10
25.0
25.0
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.5.1.3 Strengthening school administration
Table 4.5.1.3 next page shows the changes of school administration and the year when
the change took place. The findings show that the Owner of schools has from time to
time been keen to strengthen schools administration since it started with Pommern
Secondary School in 1989 being the first school.
Also, the findings show that there have been changes of Headmasters/Headmistresses in
striving to strengthen the administration as a way to retain teachers and improve
performance of schools. The findings show that some Heads of schools stayed longer
period while others stayed briefly. The argument made by the General Secretary of
ELCT-Iringa Diocese Mr. Y was as follows:
You will survive by your excellent performance but not by calling
yourself the Headmaster /Headmistress of a school. Always people
are behind you observing what you are doing to promote the
Institution you are entrusted by the Diocese. The Diocese won’t
tolerate for incapacity of the leader. It is yourself who will assure
your survival or kill yourself by performing poorly at school
(Personal communication, August 2012).
Hence, the criteria for longer stay at a school (Personal communication) were
creativity, hardworking spirit, cooperation with teachers and head office, experience and
adherence to Diocesan Vision and Mission (see table 4.5.1.3 next page).
98
Table 4.5.1.3: Changes of school administration
School
1st HM
2nd HM
3rd HM
4th HM
5th HM
6th HM
Pommern
1989-1992
1992-1993
1993-2002
2003-2007
2008-
2009
2009
date
Mtera
1998-2004
2005-2007
2008
to
to
date
Malecela
2007-2010
2010
to
date
Ipalamwa
2003-2005
2005-2006
2006-20010
2010-2012
2012
to
date
Bomalang’ombe
Image
2003-2005
2003
2005-2005
2006-2010
Acg 2010-
2011
2011
date
to
to
date
Lutangilo
2004-2006
2006-2012
2012
to
date
Source: Field data (2012)
4.5.1.4 Recruitment of new teachers
The problem of teachers exodus cannot be eradicated completely for it a continuous
process. However, the Diocese has always been alert to replace teachers who leave its
schools. The challenge has been interpreted positively and apart from other efforts taken
to retain teachers recruitment of new teachers has been helpful in filling the gaps created
by teachers’ exodus.
4.5.1.5 Teachers contracts
The ELCT-Iringa Diocese has enforced contracts with its teachers. Every teacher who
joins one of its schools must have a written contract signed by the Diocesan General
Secretary. The observation shows that teachers have contracts. Table 4.5.1.5 below
shows the response of teachers on having employment contracts. The findings show that
99
37 (92.5%) of the respondents have contracts, while 3 (7.5%) have no contracts. The
findings show that majority have employment contracts, yet, some teachers take the
advantage leaving ELCT-Iringa Diocesan secondary schools because the contracts seem
not binding. For example, how could the diocese keep quiet to absconders who were
sponsored and fail even to repay the cost spent during his or her study?
Table 4.5.1.5: Teachers' contracts
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
37
92.5
92.5
92.5
No
3
7.5
7.5
100.0
Total
40
100.0
100.0
Source: Field data (2012)
4.5.2
Lack of teaching and learning facilities
The findings revealed that the Diocesan and School managements have put forth the
question of the availability of teaching and learning facilities as vital as retention of
teachers and availability of infrastructures. The head of schools were advised to adhere
to the following:
(i)
Each school must set aside budget for teaching and learning facilities which
includes text books to a ratio of 1:2 by 2014
(ii)
Equip school laboratory by buying more apparatus
(iii)
Teachers must be well informed on the use of teaching and learning facilities
in order to enhance teaching and learning processes in schools (Field data
(2012).
100
4.5.3
Students’ loss of self-study morale among secondary students
The findings revealed that Diocesan and School management (2012) have employed the
following mechanisms to combat students’ loss of self-study morale among secondary
students:
(i)
By reinforcing guidance and counseling department in schools.
(ii)
Having good selection during Form One enrollment and having Diocesan school
average of 41% as cut off point.
(iii)
Stimulating parents’ awareness towards promoting students’ self-study through
supporting them and cooperating with teachers.
(iv)
Having modern scientific teaching and learning processes by using participatory
teaching and learning, encouraging reading different books, providing
assignments and conducting of actual practical in Laboratories.
(v)
Stimulating the government on stability of educational policies which conflict
themselves such as education for all and quality education. In this case the
government has come to realize that it has admitted 5200 students who do not
know how to read and write into Form One (Mwananchi News Paper 13 August,
2012). At the same time the government has provided a circular that says any
admitted student must go through Form One to Four (Circular withheld).
(vi) Ensure the availability of school supplies and utilities such as source of
electricity and water in schools.
(vii) Motivating students who perform very well in studies by giving them tours and
writing reports of their tours.
(viii) Carefully supervised extra curriculum activities not conflicting with students selfstudy in schools.
(ix)
Control students to access to unrequired information from Internet services
101
4.5.4 Strategies to improve quality education
The findings revealed the following strategies developed towards improving quality
education in ELCT-Iringa Diocesan Secondary Schools:
(i)
Employing
competent
Headmasters/Headmistress
in
the
schools.
Also
empowering existing school administration.
(ii)
Employing qualified and committed teachers who adhere to Diocesan
expectations.
(iii) Provision of motivation to teachers, students and non-teaching staff.
(iv) Improving infrastructures or putting in place new infrastructures in our schools.
(v)
Maintaining the average pass mark of 41% in schools’ internal examinations.
(vi) Reinforce team working among teachers, students, supporting staff and the Head
office Administration.
(vii) To have text book ratio of at least 1:2 and equip laboratories with enough
apparatus.
102
CHAPTER FIVE
INTERPRETATION AND DISCUSSION OF THE FINDINGS
5.1
Introduction
This Chapter represents interpretation and discussion of the findings on each research
objective. Also, in some cases, the researcher interpreted the findings in a way that it
could be easily understood by other researchers and readers interested in the study
without misinterpreting the findings. The study objectives were:
(i) To investigate the factors which contribute to teachers’ exodus.
(ii) To examine the availability of teaching and learning facilities in imparting
secondary education to students in the study area.
(iii) To find out the reasons for the loss of self-study morale among secondary
students.
(iv) To find out the mechanisms employed to combat the problem of teachers’
exodus, lack of teaching and learning facilities and loss of self-study morale
among secondary students.
5.2
Recapitulation of the research objectives
5.2.1
Objective One: To investigate the factors which contribute to teachers’
exodus
The findings show that teachers’ exodus in ELCT-Iringa Diocese was a result of various
factors. The research findings have revealed that the most common factors which led to
teachers’ exodus were: School administration, teaching and learning environment,
teachers’ salaries, teachers’ misconduct and peer and family pressures.
5.2.1.1 School administration
D’ Souza says: “The servant leader is servant first” (D’ Souza, 2005:29). The ELCTIringa Diocese founded its schools from grass root level where a school had either no
103
building or had only one building. The findings show that the head of schools have great
role towards school development. The success or failure of the school depends highly on
how the head of school is capable of mobilizing the resources available. The head of
schools that were committed proved success, while other head of schools did not last
long. In this case, the findings show that there were some variations on schools’
administration from who were experienced and those given to headship of schools just
after they graduated from the University hence, less experienced. In this case, the less
experienced did not stay long in this position (see table 4.5.1.3: Changes of school
administration). This was not in line with the Administrators Behavior developed by
Hoy, pointed out that; for any successful administrator had to have two important
aspects, one, ability to decide, motivate, communicate, and lead to intended goals and
second, having a variety of means to help reach desired goals. The ELCT-Iringa Diocese
if in need of head of schools with good qualities of leadership who can manipulate the
environment and make schools better for teaching and learning process.
Therefore, school administration is the key for any successful school. Head of schools
need to be committed and faithful to school resources. Also, head of schools are
supposed to learn new skills of leadership and whenever possible attend leadership
seminars. Not only that, but also, to be ready and creative to face challenges which may
hinder school development. Tolerance is needed for a successful head of school because
ELCT- Iringa secondary schools started in unconducive environment. In such kind of
environment made some head of schools either run away or were demoted. The head of
school who could tolerate such environment proved successful. Thus, head of schools
must be achievement oriented in fulfilling their duties as head of schools (Figure 5.2.1(i)
next page).
104
Figure 5.2.1 (i) The first Headmaster’s office at Image secondary school
Photograph above shows the first office that was founded by the first Headmaster in
2003. The office was later named as the “Burning Bush” to mean a place where ideas
were generated under God’s guidance. This concept was contextualized from the Bible
(Ex 3:1-12) when Moses was called by God.
Source: Field data (2012)
105
Figure 5.2.1 (ii): The second Headmaster’s office at Image secondary school
Photograph above shows the second headmaster’s office built in 2004. This is a good
sign of development. Teachers and students cooperated to make it in place by doing
themselves.
Source: Field data (2012)
106
Figure 5.2.1 (iii): The third Headmaster’s office at Image secondary school
Photograph showing a nice administration block which was built in 2007 at Image High
School
Source: Field data (2012)
The Diocese had such leaders who conformed to Cleary’s (2011) view that, qualities of a
sound school educational transformational leadership involve charismatic vision,
personality, and ability to inspire followers to accept change at their schools. However,
the researcher observed that in some schools, teachers, students and community
members were not happy with some appointments of head of schools. Yet, despite the
fact that there had been several changes of head of schools over time in some schools as
shown in table 4.5.1.3 page 99, still the academic improvement has not been realized.
Also, teachers’ exodus still exists.
5.2.1.2 Teaching and learning environment
Dult (1989), pointed out that; there is no quality education without quality teaching and
learning environment. The teaching and learning environment in ELCT-Iringa Diocesan
secondary schools was frustrating to some teachers who joined because they live in hired
107
houses which are located far from school environment The efforts made to improve it
attracted more teachers to continue working. Moreover, some teachers had positive
interpretation upon schools environment and decided to participate in improving it by
engaging themselves in physical works. In such schools development was vivid
compared to schools where teachers had to wait for the Owner to come and put in place
some infrastructure for them.
5.2.1.3 Teachers’ salaries
Mbangwa (2007), in his study on: Teachers’ turnover in Tanzania Lutheran Junior
Seminaries pointed out inadequate salary as a reason for teachers’ exodus in Kisarawe
and Morogoro Junior Seminaries.
The findings show that the question of teachers’ salaries was pointed out by some
teachers and it was observed that it was not a common problem to all schools. Hence,
not all teachers who left Diocesan secondary schools were caused by low salary scales.
It could only be possible in some months of a yearly budget cycle but teachers were paid
in the form of arrears. However, it can’t be denied completely for everyone works for a
certain purpose in life including taking care of families. Thus having no salary in some
months caused some teachers leave Diocesan secondary schools.
Moreover, the findings revealed that some teachers left and joined government schools
but later realized that they were paid better than government schools and finally asked to
rejoin Diocesan schools.
5.2.1.4 Teachers’ misconduct
In some cases and frustrating situations the Diocese faced critical challenges upon
teachers’ misconduct in some schools. Teaching profession is so sensitive to all societies
regard less of various complains from teachers for not being cared for and given good
working conditions especially in rural areas. Yet, teachers are to set an example to the
community within the school and outside the school. The researcher observed that young
108
teachers had problems of adhering to church ethics and found difficult to continue. A
teacher who left Image secondary school was heard saying, “Now I can drink alcohol
and do my things freely”. This implied that, he was regretted to work with the church.
Also, this was partly due to laziness of some teachers.
5.2.1.5 Peer and family pressures
Peer and family pressure caused some teachers to leave. Some were advised by peer
members to leave while others by their family members. For example Image secondary
school witnessed five teachers who left and either joined Government schools or private
schools. Those teachers had regular meetings to discuss on how they will leave. They all
left the same day and all did not say bye to the head of school. After a few months or
years some asked to return to Image and were welcomed as a Prodigal Son in the Bible
who said:
… the younger son got together all he had, set off for a distant
country and there squandered his wealth in wild living. After he had
spent everything, there was a severe famine in that whole country
and he began to be in need. So, he went and hired himself out to the
citizen of that country, who sent him to his fields to feed pigs. He
longed to fill his stomach with the pods that the pigs were eating, but
no one gave him anything. When he came to his senses, he said:
How many of my father hired men have food to spear and here I am
starving to death! I will set out and go back to my father … (Luke,
15: 13-17)
Personal communication, one teacher on his returning to Image Secondary School had
the following to say:
I went to a Government school because my friends told me that there
is high salary, loans and job security. I found myself that what I was
paid here was one and half the amount I received there every month.
I can now count how much I have lost for six months I worked. Yet,
I do not regret for I have something to tell my colleagues. Moreover,
there are some members of my family who still insisted me to
remain there. I told them that, it is me who suffered you still want
me continue suffering. I have witnessed, I now want money and not
stories (Personal communication 2nd July, 2012).
109
In his concluding words he said: “Life is where you enjoy yourself and not how others
feel about it”. I am now back and energetic enough to work as I used to work.
Headmaster, please forgive me!” The headmaster, humbly said: “You are welcome back
home!”
Therefore, teachers’ exodus will prevail in ELCT-Iringa Diocese if it does not continue
to make the checks and balances. Growth in life is unavoidable and change is obvious.
The formula which worked yesterday may fail to work today. Let the Diocese be
reminded that her teachers share the same employment market.
5.2.2
Objective Two: To examine the availability of teaching and learning
facilities in imparting secondary education to students in the study area
The research findings have revealed that ELCT-Iringa Diocesan secondary schools made
enough efforts to be in line with the modern scientific teaching and learning approaches.
The diocese observes educational theories like Constructivism theory (Brooks, 1993)
which connects learning as an active process of creating meaning in life from different
experiences from which sensory input is organized by the person receiving the stimuli
while a teacher is there to guide and help them in touching themselves.
The findings show that all schools had made some efforts, having text books, equipped
laboratories with apparatus and schools have now registered students to do Actual
Practical examinations. Only two schools have library buildings while other schools
adapted a classroom to serve the purpose. However, a challenge remain that most
schools become so busy during the time close to the NECTA Examinations and when
most students visit laboratories for their examination preparations. It could be wise for
school administrator to see to it that learning is a gradual process and not as short live
breaks. Being active because there is something ahead of you implies fear from fail and
not equipping students with knowledge for the use of today or tomorrow. One science
teacher and a laboratory attendant in one of the schools said: “Do not be surprised to see
there are not enough apparatus and chemicals, we normally buy after receiving
instructions”. This implied that students had little room to practice before examinations.
110
This research has also revealed that most schools had enough teaching and learning
facilities like chairs, table and other necessary infrastructures like classrooms and
dormitories with an exception of some schools which used classrooms as dormitories.
However, efforts to build dormitories were observed for they collected building
materials.
Thus, the teaching and learning facilities remain vital for the provision of quality
education.
5.2.3
Objective Three: To find out the reasons for the loss of self-study morale
among secondary students
The research findings have revealed the following reasons were responsible for the loss
of self-study morale among secondary students: electricity problem, parental influence,
peer pressures, students’ laziness, school extra curriculum, students’ misconduct,
English language problem and poor meals as commonly enhances the loss towards selfstudy.
The problem of electricity is a common problem to most schools. Schools are not
accessed to the national grid. As the result generators and solar energy are being used to
generate electricity. The generators are run for only three hours every day that is from
7.00 pm to 10.00 pm. All days without electricity discourage students who would like to
extend their self-study. In some cases this has been one of the factors for some students
to ask for transfers. Not only that but it was very expensive to run a generator which
consumes 10 litres per 3 hours per day equal to Tanzanian shillings 20,500/= making a
total of 615,000/= per month which is 7,380,000/= per year. Schools normally operated
throughout the year because during holidays some students do remain to work because
they pay their tuition fee in kind.
The findings revealed that some parents were against the average policy of the Diocese
of 41% pass mark. Some parents were familiar with government policies and circulars
which are distributed to various stakeholders. As the results some parents raised their
111
voice to discourage the pass mark of 41%.
However, other parents brought their
children to ELCT-Iringa Diocesan secondary schools as a passive reaction towards the
government being not consistent on its policies and circulars.
For example today one says the pass mark for Form Two is 31%, after few years the
same organ changes the pass mark to 25%. The same organ tomorrow says, no Form
Two examination, not enough, few years later a circular says: there will be Form Two
examination. If not enough those who fail Form Two examination must continue to form
three. No wonder, the same organ tomorrow says make sure you conduct remedial
classes. The question is who will pay for that? Heads of schools should use their
initiatives (Circular withheld). The question remain, are they for quality education or
quantity of secondary school leavers? One does not need spectacles to realize that
parents are blasphemed for their ignorance. However, some parents are knowledgeable
and supportive to the church policies. Parents of this group like to send their children
where they can learn and become knowledgeable for their lives.
The ELCT-Iringa Diocese has to put more emphasis on what really means to be
involved in provision of quality education! The church must advise the government to
stop top down directives. “My people are destroyed from lack of knowledge” (Hosea
4.6).
The findings show that peer pressure is another factor for loss of self-study morale
among students. There are common phrases created by students themselves to
discourage others from studying. Such phrases are, “I am not studying for the village”
or “Study for your own pleasure”. Such phrases mislead lazy students who become
proud and forget their core business at school.
This has the same implication to laziness of some students who go to school to show off
their fathers’ wealth. It was revealed by students themselves that one of the reasons for
the loss of self-study among students was laziness (See table 4.3.4.6 page 81).
112
Lack of extra curriculum activities also contributes to loss of morale for self-study
among students. The findings revealed that extra curriculum was completely abandoned
in some schools. Students were not ready to perform extra curriculum activities after
class ours. This contradicted with the Diocesan vision of serving a person as a whole
that is spiritually, economically, physically, socially and politically. It has been observed
that idle students are those in trouble with studies. Students who opt for fewer subjects
calling themselves pure arts are the ones who perform poorly in NECTA examination
(see an example below in table 5.2.3.1).
Table 5.2.3. 1: Image Form Four Examination results in 2010
ITEM
REGISTRED
SELECTED TO FORM FIVE
F
M
F
M
SCIENCE
07
18
3
14
ARTS
44
52
3
7
TOTAL
51
70
6
21
NB: 17 Students from Science class passed and were selected to Form Five studies while
10 students from Arts class passed and were selected to Form Five.
Source: NECTA Form Four Examinations Results (2010)
Table 5.2.3. 2: Form Four Examination Results 2011
ITEM
SCIENCE
ARTS
TOTAL
REGISTRED
F
M
SELECTED TO FORM FIVE
F
M
17
67
54
18
55
73
4
1
5
8
1
9
NB: 12 Students from Science class passed and were selected to Form Five studies while
2 students from Arts class passed and were selected to Form Five.
Source: NECTA Form Examinations Results (2011)
113
In this case, no one can escape from work and expect to prosper in life. That is why
today youth know that work means employment even though there is great opportunity
around him which could make his living better than being employed.
Students’ misconduct has been a great problem that associated with the whole issue of
globalization. Youth are now trapped in the world’s jungle of knowledge. No one is
there to filter the internet imported knowledge. Students pick what seems to be pleasing
to them and being in line with their status of living. The issue of love affairs prevailed in
all schools. Whatever indiscipline case happened in schools had connection to love
affairs issues. If heads of schools could be sincere enough to follow all the school
regulations especially those whose punishment is expulsion from schools, then schools
could miss students. Hence, guidance and counseling departments are to be reinforced
by employing professional teachers and not just appoint some teachers with minimal
skills to hold the role.
Furthermore, English language proficiency was revealed to be one of the reasons for the
loss of self-study. It was observed that, some students know correct answers if they
score low grades because of language barrier. In this way students become so
discouraged and feel like being not privileged in academic world. Responding to the
researcher’s questionnaire, one of the student respondents said: “I am sorry Sir; Siwezi
kukusaidia kwa sababu maswali yako yapo kwa kiingereza labda unifafanulie kwa
kiswahili” means, “I cannot help you because your questions are in English unless you
translate for me “. The researcher had to translate, and he was able to answer in
Kiswahili.
The findings revealed that most students join secondary school with poor English
language background. What do you expect from primary teacher who joined teacher
training while he or she got division four of 28 points in his or her Form Four
examinations? Here, a revival of Tanzanian educational curriculum needs to be revisited
for the same disease may spread to Universities and finally the whole country becomes
sick from English language malnutrition.
114
The research finding revealed that, all schools in the study area provide ugali and beans
as their staple food for students. Seldom, students eat meat two could be once per
month or even worse a term may end without supplying meat to students. Rice was
commonly served once or twice per week.
In such kind of environment, students are violated of their right to have a balanced diet
especially because they are teenagers. In this case you cannot expect students to
perform well in studies.
5.2.4. Objective Four: To find out the mechanisms employed to combat the
problems of teachers’ exodus, lack of teaching and learning facilities and loss of
self-study secondary among students
5.2.4.1 Teachers’ exodus
The findings revealed that ELCT-Iringa Diocese and School administrations were
working hard to employ various mechanisms to combat teachers’ exodus.
Some teachers were given sponsorship for their further studies, yet on their return they
left schools as if there were conflicts between them and the Diocese. As the result,
Diocese stopped providing training sponsorship to teachers. Instead the diocese
leadership decided to employ teachers on their qualifications and to pay them
accordingly. Not only that but also the Diocese improved the teaching and learning
environment.
5.2.4.2 Lack of teaching and learning facilities
Efforts towards the supply of teaching and learning facilities were observed.
Infrastructures were improved and the development of schools were realized especially
when one looks at the changes reached from when some schools were opened or
established to the time of this research. Classrooms and furniture were bought to meet
the demand of enrolled students.
115
5.2.4.3 The loss of self-study morale among secondary students
The findings revealed that schools were concerned with students’ affairs in improving
their self-study morale. Libraries and laboratories are equipped to allow students get
opportunities to do studies by themselves. Teachers and students interaction reveal
priority in order to create conducive teaching and learning environment so that students
do not feel abandoned but develop the scope of self-drive.
This move enabled students to feel motivated and as a result they developed morale of
studying hard on their own. In addition, schools appointed some teachers who serve as
counselors. In spite of not being exposed to any training related to guidance and
counseling courses, their services proved helpful.
116
CHAPTER SIX
SUMMARY, CONCLUSION AND RECOMMENDATIONS
6.1
Introduction
This Chapter presents a brief summary, conclusion, recommendations and suggestions
for further research. This research intended to investigate the contributing factors to
imparting quality education in ELCT-Iringa Diocesan secondary schools.
6.2
Summary
The general objective of this study was to investigate the contributing factors towards
imparting quality education in ELCT-Iringa Diocesan secondary schools. The question
of quality education is unavoidable to a developing country like Tanzania. People need
quality education which will answer people’s challenges they face in their daily lives.
That is to say, as long as the ELCT-Iringa Diocese has indulged itself in the provision of
secular education, it ought to adhere to factors which contribute to quality education and
accept challenges as well.
The study was therefore divided into six major parts; each chapter had its own essential
elements to be looked at. Chapter One, explained the background to the problem,
statement to the problem, objectives of the study which had the general and specific
objectives, the research questions, scope of the study and the significance of the study.
Chapter Two, dealt with the literature review of the study which focused on quality
education by observing theoretical review. Under this section, educational theories were
discussed in relation to the study and empirical studies were also observed. Moreover,
conceptual framework was developed to ensure that formulated objectives are met and
developed research questions are answered. Through literature review the researcher was
able to discover the research gap of this study.
117
Chapter Three, describes the research methodology which included the research design,
description and justification of the study area, population and sample size, sampling
procedures, data sources and methods of data collection, data analysis, research
limitation and ethical issues. Chapter Four, presents a detailed presentation of the
findings obtained from the study area. The data were analyzed by using SPSS.
Chapter Five, gives the interpretation and discussion of the findings. Finally, Chapter
Six makes the concluding part which comprises of summary of the study, conclusion,
and recommendations on how to improve the involvement of the ELCT-Iringa Diocese
and the government in imparting quality education for the better and potential future
generation and the suggestions for further research or study.
6.3
Conclusion
The conclusion is drawn from the findings in relation to each objective and research
questions.
The first objective on the teachers’ exodus, respondents were mostly of the opinion that
school administrations, teaching and learning environments and peer and family
pressures were the key reasons for the teachers’ exodus to join government employment.
The Diocese is challenged on the appointment of Headmasters/ Headmistress to lead
schools. Leadership is crucial if one wants things move. The only way is to measure the
success being in line with the Diocesan Vision and Mission.
However, the Diocese had made a lot to motivate teachers to remain working in its
schools. Yet, some teachers left regardless of the money spent to train them. The matter
remains a question of faithfulness and fear to God. Hehe people have a say: “I ngubi
yalye munyamugunda” means a pig ate an owner of the farm, the Bena say:” Ulusungu
lwambudza” means mercy is costly to granter and Wanji say: “Ulusungu fua” means
mercy is death. All these three sayings from the three tribes denote that there are people
in this world who never consider the kindness of other people upon them. Once they are
successful in what they wanted, they never appreciate but prepare a basket to put insults.
118
The Diocese should never be discouraged but have strength to continue improving
teaching and learning conditions.
The second objective was about the availability of the teaching and learning facilities. It
is concluded that the Diocese is aware of the essence of the teaching and learning
facilities in the provision of quality education in its schools. However, it still has a long
way to go before it reaches to a point of having all schools fully equipped. It was
observed that schools had mainly rooms serving the purpose of either laboratory or
library.
The third objective was about the loss of self-study among students. It was revealed that
students are severely influenced by globalization. Deliberate efforts could be employed
to rescue the situation. We cannot avoid adding knowledge from other sources but the
question remains; don’t we have something that other people from other places learn
from us? Contradicting educational policies of our country have to be taken into
consideration. If we continue copying whatever is thrown to us there is a danger of
gluing ourselves in a jungle of nowhere but busy walking.
In the fourth objective, the research revealed that ELCT-Iringa Diocese and its school
administration have made great efforts towards combating whatever problems emerged
in the course of offering secondary education. The Diocese will be more successful in
the provision of quality education by employing competitive elements and never forget
that its people are not living in an Island in a utopian country. The Diocese has all the
opportunities to prosper in provision of quality education. Let all challenges be
addressed for the prosperity, identity and good reputation of schools and the Diocese at
large.
Altogether, the findings from the empirical data, studies and the findings obtained from
the study have proved that provision of quality education needs an investment. Also by
having charismatic school administration and Diocesan visionary leaders could be an
enhancement tool towards provision of quality education.
119
By addressing the challenges encountered from teachers’ exodus, lack of teaching and
learning facilities and loss of self-study morale among students the Diocese will enhance
the provision of quality education in the Diocese and the whole country at large.
Always, successes in provision of quality education are a result of motivated students,
teachers, owners and community members.
6.4
Recommendations
Any considerable person and appreciative to good things would like to share views with
other beneficiaries.
6.4.1
To individual teachers
Teachers should know that having a certain level of education means having a certain
level of ability and capacity to solve things in hand. Running away means failure to
think deep. Everything we see and enjoy today means that somebody toiled for its
precious. Teachers should be aware that green pastures are always on the other side of
the fence.
6.4.2 To school administration
The school administration should adhere to Diocesan Vision and Mission. Also they
should be aware that their appointment was based upon the assumption that they are
capable and worth to be granted that rank. Everyone is indebted and has the duty to
prove beyond doubt that she or he deserved and the Diocese should not regret appointing
her or him as a competent appointee.
6.4.3
ELCT-Iringa Diocese
First, the Diocese shall prepare lawfully strengthened teachers contracts which will be
signed by Employee, General Secretary and the Diocesan lawyer. This will help solve
the problem of teachers who want to be trained without returning after training.
120
Second, the Diocese should arrange Teachers’ conferences each year. In this kind of
conference the General Secretary could clear all doubts prevailing due to some
dissatisfaction of workers and employers upon poor performance. General Secretary can
also clarify the vision and mission of the Diocese and even empowering teachers on
what is to be done now, tomorrow and the day after tomorrow.
Third, the Diocese should have a tireless spirit in improving the teaching and learning
environment of its schools. Parallel to this, we need to be realistic by compromising the
core service of the church and the real world that teachers live.
Fourth, the Diocese should classify its schools into categories for ease of running. In
turn some schools could assist others. The Diocese should establish a teacher training
college which could help solves the scramble for teachers in the world of “say loud so
that I can hear what you want me to do”.
Fifth, Diocesan members should realize that schools still have long ways to go to
maturity and hence, they still need great support for better fruits.
6.4.4
To the government
The Government should try to be realistic on issues pertaining to education. We must
have a stable curriculum designed to meet Tanzanian challenges. Inclusion of practical
education and self- reliance should help enhance build hardworking people. Also, it has
to avoid think tankers for Tanzania but rather have smooth and cooperative thinking
which allows realization of the real situation. Quality education will never be realized in
our country by continuing embracing think tankers in educational policy making.
121
6.5
Suggestions for further research
Contributing factors to imparting quality education are many. One cannot exhaust in a
single framed title of research. The question of teachers’ exodus is so challenging.
Students, parents and employers would like to have the so called permanent teachers.
But teachers seem to be in transit heading to a destination sometimes not known to them.
This study has only dealt with the ELCT-Iringa Diocesan secondary schools. There is
still more to be done in a similar study on things like how to recruit Heads of schools to
avoid frequent change of schools administration.
There is still more information which could be researched pertaining to provision of
quality education in Tanzania. Areas for further study could be about frequent change of
syllabi, educational circulars, and nature of NECTA examinations as to whether we still
need final examination for Standard seven, form II, IV, VI and Diploma, teachers’
remuneration and terminal benefits for retirees.
122
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APPENDICES
Appendix I: Table showing the Population and Sample size
School Name
Top
Sample
Leaders size
Head office
6
Pommern
6
Mtera
6
Malecela
6
Bomalang’ombe 6
Image
6
Lutangilo
6
Total
42
Source: Field data (2012)
2
1
1
1
1
1
1
8
Number
of
Teachers
Sample
size
25
17
24
26
42
11
145
7
4
7
7
12
3
40
Number of
Students for
forms
III,IV,V &VI
413
271
219
170
387
66
1,526
Sample
size
40
27
20
17
38
10
152
Appendix II: Classification of Respondents
Top
Leader/School Teachers
Students
Total
Management
Head office
2
-
-
2
Pommern
1
7
40
48
Mtera
1
4
27
32
Malecela
1
7
20
28
Bomalang’ombe 1
7
17
25
Image
1
12
38
51
Lutangilo
1
3
10
14
Total
8
40
152
200
Source: Researcher’s data (2012)
128
Appendix III: Number of students in each selected school
Ordinary Level i.e. Form One to Form Four
Form One
Item
Form Two
Form Three
Form Four
Grand
Total
F
M
T
F
M
T
F
M
T
F
M
T
Pommern
122
92
214
136
96
232
98
84
182
82
41
123
751
Mtera
51
59
110
84
68
152
69
69
138
69
46
115
518
Malecela
44
57
101
70
81
151
85
107
192
63
59
122
566
Bomalang’ombe
68
54
122
43
42
85
68
51
119
32
53
85
411
Image
90
103
193
107
104
211
78
84
162
64
83
147
713
Lutangilo
12
14
26
21
11
32
20
23
43
18
16
34
135
Total
387
379
766
461
402
863
418
418
836
328
298
626
3094
Source: Research data (2012)
Advanced Level i.e. Form Five to Form Six
Item
Form Five
Form Six
Grand Total
F
M
T
F
M
T
Pommern
9
34
43
20
38
58
101
Mtera
0
4
4
0
4
4
8
Malecela
4
16
20
3
8
11
31
Bomalang’ombe
-
-
-
-
-
-
-
Image
12
28
40
7
22
29
69
Lutangilo
-
-
-
-
-
-
-
Total
25
82
107
30
72
102
205
Source: Field Data (2012)
GRAND TOTAL OF ALL STUDENTS= 3094 + 205 = 3299 Students
129
APPENDIX IV:
A Questionnaire to students
Background information of respondents (students)
Name…………………………………………………………………………………
Gender:
Male/Female
Date of birth………………………………………………………….
Educational level: Form……………….
Subjects Bias:
(I)
Science……………………………………………………..
(II)
Arts…………………………………………………………….
(III)
Commerce ………………................................
Nature of school:
Day and Hostel/ Day school……………………………
1
Do you have enough teachers in your school?
Yes/No
2
Do you know the names of teachers who moved from this school to other
schools? Yes/No
Give their names……………………………………………………………
3
Has the movement of teachers affected your learning?
Yes/No
4
What effects did you experience when teachers moved from your school to
another school?
5
……………………………………………………………………………………
Mention three subjects that you like the most?
....................................................................
130
6
Do you have enough time for private study?
Yes/No
If No, why? ……………………………………………………………..
7
Do you attend evening preparation?
Yes/No
If No, give reasons ……………………………………………………….
8
What kind of books do you prefer to read between those with questions and
answers and those with questions without answers?
...............................................................................
9
Do teachers give you study questions for your studies?
Always/Sometimes/Seldom/Never
10
How often do teachers give you areas do read at your own time?
Always/Sometimes/Seldom/Never
11
Are you happy with your school administration?
Yes/No
Give reasons for YES/ No ………………………………………………………
12
What are the reasons for the loss of self-study initiative among students?
…………………………………………………………………………………
13
Do you know any students who do not want to attend evening preparation
(prep)? YES/NO
Give reasons for YES/NO ……………………………………………………….
131
STATUS OF THE SCHOOL
Please, put a tick against your correct answer
A
Library
1
Dou you have a school Library?
YES/ NO
2
Do you have enough text books in your school Library?
YES/NO
3
Do you have time to visit your Library?
YES /NO
4
How many days do you go to Library in a week?
5
Can you read a book and understand what you have read?
B
Once/Twice/ Everyday
Yes/No
School laboratory
1.
Do you have a school Laboratory?
YES
/
NO
2.
Do you have enough apparatus in your school laboratory?
3.
Do form four sit for Actual Practical during NECTA Examinations? YES / NO
4
How many times do you perform practical study in your science subjects?
YES / NO
Always/Sometime
5
Are you often accessed to your school laboratory?
Yes/No
6
Do your teachers use teaching and learning aids while in classrooms sessions?
Yes/No
7
Do you like learning by touching yourself? Yes/No or observing someone do for
you? Yes/No
8
Are you able to perform science practical alone?
132
Yes/No/Somehow
C
Number of classrooms
1
Do you have enough classrooms?
YES/NO
2
Do you have enough furniture for all students? YES/NO
If NO, how do you share the furniture?
……………………………………………………………………………………
……………………………………………………………………………………
D
Provision of meals
1
How many meals do you have per day?
2
What kind of meals do you get per week?
Two/Three/Four
..........................................................................
………………………………………………………………………………
3
Do you get enough food to eat every day?
YES/NO
If NO, How do you survive? .............................................................................
4
Have you ever closed school due to shortage of food?
YES/NO
If YES, how did teachers compensate the lost periods? ………………..……..
E
Accommodation
1
Do you have enough dormitories?
YES/NO
2
Do you have enough rooms for all students?
YES/NO
3
Do all students sleep on beds?
YES/NO
If NO, how is the problem solved? …………………………………………….
133
APPENDIX V: A Questionnaire to teachers
Background information of respondents (teachers)
Name ……………………………………………………………………
Gender:
Male/Female
Date of birth………………………………………………………….
Marital status: Single / Married………………………………………………
Educational level: Form six/ Diploma/ Degree/Masters/………………………………
Teaching Subject:
(i) Science……………………………………………………………………
(ii) Arts………………………………………………………………………
(iii) Commerce…………………………………………………………………
1
Do you have shortage of teachers?
2
How many teachers do you know who left this school?
Yes/No
……………………………
3
Do you experience teachers’ exodus at your school? Yes/No
If yes, what do you think could be the reasons for their exodus?
…………………………………………………………………………………
4
To which kind of schools do teachers preferably go? Government/ Private
Give reasons for their choice:
………………………………………………………………………………..
5
Is there any kind of motivation for teachers in this school? Yes/No
If yes, how are teachers motivated here at your school?
.......................................................................................................................
133
6
Does the employment have contracts?
Yes/No
7
Does your salary follow the government scales?
Yes/No
Are you comfortable with the salary given to you?
8
Yes/No
Are you confortable with the teaching and learning environment of your school?
Yes/No
If No, what are your opinions to improve it?
…………………………………………………………………………………
9
Are your students motivated for self-study? Yes/No
10
Do you have problem making students study by themselves during private study?
Yes/No
If YES, What problems do you face? ……………………………………………..
11
Do you have science teachers?
Yes/No
12
Do your students sit for Alternative to Practical or Actual Practical?
Yes/No
If they sit for Alternative to Practical, what are their performances in the form
four national examinations?
…………………………………………………………………………………….
……………………………………………………………………………………
Since when have you been doing the Alternative to Practical?
Year…………………
13
What factors do you think contribute to good or poor academic performance at
your school?
Reasons for Good performance …………………………………………………
Reasons for poor performance
………………………………………………………………..……...................
134
14
Do you see any connection between provision of quality education and the
availability of teaching and learning facilities?
YES/ NO
If yes, how is it connected? ………………………………………………………
15
What efforts does the administration take to improve the provision of quality
education at your school and ELCT-Iringa Diocese level?
…………………………………………………………………………………..
16
In your opinion, what do you think could be the contributing factors to imparting
quality education in ELCT-Iringa Diocesan Secondary Schools?.........................
……………………………………………………………………………………
17
Does there any effects resulted from the location of your school in imparting
quality education?
YES/NO
If Yes, how does it affect?
.................................................................................................................................
……………………………………………………………………………………
STATUS OF THE SCHOOL
Please, put a tick against your correct answer.
A. Library
1
Dou you have a school Library?
YES
2
Do you have enough text books in your school Library?
3
What is the student’s text book ratio?
YES
or
NO
or
NO
1:1, 1:2, 1:3, 1:4 or
1: more than ten
4
Do you have time to visit your Library?
5
How many days do you go to Library in a week?
Once, Twice , Everyday
6
Do you have any plan buying more text books?
YES
135
YES
or
or
NO
NO
B
School laboratory
7
Do you have a school Laboratory?
YES
or
NO
8
Do you have enough apparatus in your school laboratory? YES
or
NO
9
Do form four sit for Actual Practical during NECTA Examinations? YES
or
NO
10
Do you have any plan to construct a school Laboratory?
11
Do you have any plan buying more apparatus and chemicals? YES or NO
C
YES or NO
Number of classrooms
1
Do you have enough classrooms?
YES/NO
2
Do you have enough furniture for all students? YES/NO
If NO, how do they share the furniture?
……………………………………………………………………………………
D
1
Provision of meals
Do your students get enough food?
YES/NO
If No, how do you solve the problem?.....................................................................
2
Have you ever closed school due to shortage of food?
YES/NO
If YES, how did teachers compensate the lost periods?
……………………………………………………………………………………
3
How can you rate the quality of food supplied to students? Balanced/ Not
balanced
136
E
Accommodation
1
Do you have enough dormitories?
YES/NO
2
Do you have enough rooms for all students?
3
Do all students sleep on beds?
YES/NO
YES/NO
If NO, how is the problem solved? ………………………………………………
137
APPENDIX VI: A Questionnaire to head of schools
Background Information of Respondents
Name…………………………………………………………………………
Gender…………………
Date of birth……………………………………………………………….
Marital status: Single / Married……………………………………………..
Educational level: Diploma/ Degree/Masters………………………………
1
Do you have enough teachers at your school?
Yes/No
2
How many teachers do you have in total?
Male…………Female…………………
Science teachers M……….. F…………
Arts teachers
M…………….F……………
Business teachers M………….F………… Theology
M……………….F…............
3
What are the teachers’ qualifications?
A-Level
Certificate
M F
Diploma
T
M
F
Degree
T
Theology
Science
Arts
Business
TOTAL
138
M
Masters
F
T
M
F
T
4.
How many students do you have? ……………………….
(Boys…………………….
Form I
Girls………………..)
Form II
Form III
Form
Form V
Form VI
TOTAL
IV
Boys
Female
TOTAL
Form I
Science
Form II
Form
Form
III
IV
Form V
Form VI
TOTAL
M
F
Arts
M
F
Business
M
F
TOTAL
5.
What other fringe benefits do teachers get apart from monthly salary?
……………………………………………………………………………………
6.
Dou you have any teachers exodus at your school?
Yes/No
What do you think are the contributing factors towards teachers’ exodus?
……………………………………………………………………………………
139
7
Do you have some critical problems regarding teachers’ exodus at your school?
YES /NO
If yes, how do you overcome the problems?
………………………………………………………………………………
8.
What is the general performance of your schools?
Very
good/Good/Average/Poor
Please fill in the following table:
DIVISION
I
2007
2008
2009
2010
2011
F
M
T
II
F
M
T
III
F
M
T
IV
F
M
T
0
F
M
T
10
Do you have any idea about the loss of students’ self-study at your school?
Yes/No
If we would like to improve students’ self- study, what could be the possible
measures to be considered? ……………………………………………………
……………………………………………………………………………………
140
11
Do you have any strategies to improve the performance?
YES/NO
If Yes, what are those strategies? …………………………………………
12
Do you face any external influence from parents upon imparting quality
education? Yes/No
If yes, how do they influence? ……………………………………..
……………………………………………………………………………………
13
Do you face any external influence from politicians upon imparting quality
education? Yes or No
If yes, how do they influence? ………………………………………….
……………………………………………………………………………………
14
Do you have laboratories at your school? Yes or No
If no, do you have any reasons for not having?
……………………………………………………………………………………
Do you have any plan to construct a school Laboratory?
YES
or
NO
If yes, when will it happen that your school will be accessed to it? This year or 2
to 3 year
15
Do you have any plan buying more apparatus and chemicals? YES or
NO
If yes, what is your plan to overcome the shortage of apparatus and chemicals at
your school?
……………………………………………………………………………………
What efforts have you taken to improve the quality of education of your school?
……………………………………………………………………………………
141
APPENDIX VII: A Questionnaire to ELCT-Iringa Diocesan administration
Background Information of Respondents
Name…………………………………… Gender………………..……
Date of birth………………………………………………………….
Marital status: Single / Married……………………………………………..
Educational level: Diploma/ Degree/Masters/PhD…………………………
1
Do you have enough teachers at your schools?
Yes/No
2
Does there any problem in employing /recruiting teachers?
Yes/No
3
Are the teachers skeptical to certain environment where your
schools are located?
Yes/No
What could be the possible augments?
……………………………………………………………………………………
4
What other fringe benefits do teachers get apart from monthly salary?
……………………………………………………………………………………
……………………………………………………………………………………
5
Is there teachers’ exodus at your schools?
Yes/No
If Yes, What do you think are the contributing factors towards teachers’ exodus?
……………………………………………………………………………………
……………………………………………………………………………………
6
How do you overcome the problem?...................................................................
7
What are the causes of the loss of students’ self-study at your schools?
……………………………………………………………………………………
8
How could this problem be overcome? ………………………………………
……………………………………………………………………………………
9
Do you face any external influence from parents upon imparting quality
education? Yes or No
142
If yes, how do they influence? ……………………………………………
10
Do you face any external influence from politicians upon imparting quality
education? Yes or No
If yes, how do they influence? ……………………………………………………
11
Do you have laboratories at all of your schools? Yes or No
If No, why?…………………………………………………………………
If yes, are the laboratories fully equipped with apparatus and chemicals? Yes/No
If No, Do you have any plan to construct a school Laboratory? YES or
NO
12 What efforts have you taken to improve the quality of education of your schools?
……………………………………………………………………………………
……………………………………………………………………………………
143