The Contributions of In-Service Teacher Training Programmes on Teaching Effectiveness of Kiswahili Subject in Ilala Municipality, Tanzania

Adventina Musiba; Prospery M. Mwila

doi:10.61227/jetti.v2i2.143

Authors

Adventina Musiba Dar es Salaam Maritime Institute
Prospery M. Mwila Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/jetti.v2i2.143

Keywords:

In-service teacher training, Kiswahili teaching, pedagogy, professional development, secondary education, Tanzania

Abstract

Kiswahili teachers in Tanzania lack structured and ongoing in-service training programs (INSET) to improve the effectiveness of their teaching. The study explores the contributions of in-service teacher training programmes (INSET) on the teaching effectiveness of Kiswahili in public secondary schools in Ilala Municipality, Tanzania. Using a mixed-methods approach, the study examines the role of INSET in enhancing teachers’ pedagogical skills, its availability and provision, and the challenges affecting its implementation. A sample of 400 participants was engaged, including teachers, students, and school administrators. Data collection was carried out through a combination of structured questionnaires, interviews, and document analysis. For data analysis, quantitative data were processed using SPSS, while qualitative data were analyzed using thematic analysis. The findings reveal that INSET positively impacts teachers' instructional strategies, increasing their ability to utilise diverse teaching methodologies. However, limited government funding, inadequate institutional support, and low participation hinder the programme’s effectiveness. The study recommends structured professional development initiatives to strengthen Kiswahili teaching and learning outcomes. This research makes an important contribution in understanding the role of INSET (In-Service Training) on the effectiveness of Kiswahili teaching in Tanzania, particularly in Ilala Municipality. The recommendations from this research are expected to provide a feedback mechanism and continuous evaluation should be integrated into the INSET program to ensure its relevance and effectiveness.

Downloads

Download data is not yet available.

References

Alabi, F. O., & Ige, A. M. (2014). Issues in in-service education provision for teachers in Nigeria: The way forward in this decade and beyond. International Journal of Humanities, Social Sciences and Education (IJHSSE), 1(12), 126-132.

Ariav, T., & Amanuel, D. (2003). The role of the mentors in the PDS partnership with the secondary track: Role perception, shaping factors, difficulties, and contributions.

Assadi, G. H., Sridharan, V., Tahoori, M. B., & Kaeli, D. (2020, March). Balancing performance and reliability in the memory hierarchy. In IEEE International Symposium on Performance Analysis of Systems and Software, ISPASS 2005 (pp. 269-279). IEEE.

Asu, E. L. (2004). The phonetics and phonology of Estonian intonation (Doctoral dissertation, University of Cambridge).

Asu, E. L. (2019). The phonetics and phonology of Estonian intonation (Doctoral dissertation, University of Cambridge).

Bandura, A. (1969). Social-learning theory of identificatory processes. In D. A. Goslin (Ed.), Handbook of socialization theory and research (pp. 213–262). Rand McNally.

Bless, C., Higson-Smith, C., & Kagee, A. (2016). Fundamentals of social research methods: An African perspective. Juta and Company Ltd.

Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study.

Edinyang, S. D. (2016). The significance of social learning theories in the teaching of social studies education. International Journal of Sociology and Anthropology Research, 2(1), 40-45.

Evans, L. (2014). Leadership for professional development and learning: Enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179-198.

Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—principles and practices. Health Services Research, 48(6pt2), 2134-2156.

Gabrieli. (2016). The promise of educational neuroscience: Comment on Bowers (2016).

Hardman, F., Abd‐Kadir, J., Agg, C., Migwi, J., Ndambuku, J., & Smith, F. (2009). Changing pedagogical practice in Kenyan primary schools: The impact of school‐based training. Comparative Education, 45(1), 65-86.

Hartwig, S. J., & Schwabe, F. (2018). Teacher attitudes and motivation as mediators between teacher training, collaboration, and differentiated instruction. Journal for Educational Research Online, 10(1), 100-122.

Haule, M. E. (2012). The perceptions of school teachers and leaders toward school inspections in Tanzania.

Imogie, I. (1992). Mediated instruction and in-service education of teachers in Nigeria. In Afe, et al. (Eds.), The Nigerian experience. Asaba: JID Printers (Nig) Ltd.

Inuwa, (2016). Concept of research methodology in academic research report writing.

Kafyulilo, A., & Fisser, P. (2019). Developing TPACK in science and mathematics teacher education in Tanzania: A proof-of-concept study. In Collaborative curriculum design for sustainable innovation and teacher learning, 139.

Khalil, H. H., Soliman, M. S., Ahmed, H. A., & Hamza, E. A. (2020). Effect of educational program on outcomes of patients undergoing permanent pacemakers’ implantation. Evidence-Based Nursing Research, 2(4), 13-13.

Khalil, M., & Assadi, J. (2005). The guide for practicum in teachers’ education. The College of Sachin for Teacher Education (in Arabic).

Komba, W. L., & Nkumbi, E. (2019). Teacher professional development in Tanzania: Perceptions and practices. Journal of International Cooperation in Education, 11(3), 67-83.

Kpangham, E. (1992). In-service education and training of teachers: Existing practices, problems, and prospects. In Afe, J. O., et al. (Eds.), In-service education of teachers: The Nigerian experience. Asaba: JID Printers (Nig) Ltd.

Lichtman, M. (2010). Understanding and evaluating qualitative educational research. Sage Publications.

Mbunda, A. S., & Kapinga, A. F. (2021). Mobile technology for enhancing teaching and learning at the College of Business Education, Tanzania: An exploratory study. Business Education Journal, 10(2), 12-16.

Mnonya, A. M. (2016). Effectiveness of professional development practices for primary school teachers in Tanzania: The case of the school-based in-service programme in Bagamoyo district (Doctoral dissertation, The University of Dodoma).

Mtebe, J. S., Kibga, E. Y., Mwambela, A. A., & Kissaka, M. M. (2015). Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in Tanzania. Journal of Learning for Development-JL4D, 2(3), 29-44.

Nana, A. P. B. F., Khazamula, S. M., & Daphne, G. (2021). Teacher education and training for Africa in the twenty-first century: What form should it take? Educational Research and Reviews, 6(1), 1-16.

O’Rorke, K. (2006). Social learning theory & mass communication. ABEA Journal, 25(4), 72-74.

OECD. (1998). Staying ahead in-service training and teacher professional development: In-service training and teacher professional development. OECD Publishing.

Ogunsola, K., & Adesakin, M. A. (2020). Individual characteristics and social learning modelling factors influencing ICT skills development among postgraduate students at the University of Ibadan, Ibadan, Nigeria. Business, Politics, Law and Technology Journal, 6(2), 45-47.

Osaki, K. M. (2000, October). Quality of education in Tanzania: A focus on curriculum, standards, and accountability in schools. In Headmasters Conference on Education (pp. 11-12). Arusha.

Parker, D. W., Parsons, N., & Isharyanto, F. (2017). Inclusion of strategic management theories to project management. International Journal of Managing Projects in Business.

Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program's response to COVID-19. Journal of Education for Teaching, 46(4), 472-483.

Rahman, F., Jumani, N. B., Akhter, Y., Chisthi, S. U. H., & Ajmal, M. (2011). Relationship between training of teachers and effectiveness teaching. International Journal of Business and Social Science, 2(4), 15-18.

Santoro, F., Tereza de Magalhães, A. V., Middleton, F., & Buchanan-Dunlop, J. (2022). A new Blue Curriculum: A toolkit for policy-makers.

Shemwelekwa, R. J., & Kahangwa, G. K. (2022). Examining financial sustainability of fee-free secondary education in Tanzania. Papers in Education and Development, 39(2).

Shin, J., Sailors, M., McClung, N., Hoffman, J. V., Pearson, P. D., Kaambankadzanja, D., & Mwale, L. (2020). Access to local books: The effects of Read Malawi from a children's rights perspective. Literacy, 54(3), 74-90.

Stufflebeam, D. L. (1971). The relevance of the CIPP evaluation model for educational accountability.

Stufflebeam, D. L. (1983). The CIPP model for program evaluation. In Evaluation models (pp. 117-141). Springer, Dordrecht.

Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning qualitative research: Design and decision making for new researchers. International Journal of Qualitative Methods, 19, 1609406920967174.

Towse, P., Kent, D., Osaki, F., & Kirua, N. (2002). Nongraduate teacher recruitment and retention: Some factors affecting teacher effectiveness in Tanzania. Teaching and Teacher Education, 18(6), 637-652.

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.

Wabike, P. (2015). Educating a nation towards self-reliance: Tanzania’s journey in search for an education that is meaningful to its people. Educational Research for Policy and Practice, 14(1), 19-32.

Waxman, H. C., & Padrón, Y. N. (2004). To improve classroom instruction. In Observational research in U.S. classrooms: New approaches for understanding cultural and linguistic diversity (p. 72).

Wasiam, F., & Kitta, S. (2021). Impact of digital content on mathematics teachers’ pedagogical change: Experiences from retooling of secondary school mathematics teachers in Tanzania. Papers in Education and Development, 38(2).

Wasiams, P. W. (2009). Assessing mobile learning effectiveness and acceptance (Doctoral dissertation, The George Washington University).

Wilson, S., & Floden, R. (2003). Creating effective teachers: Concise answers for hard questions. New York: AACTE Publications.

Wilson, S., Floden, R. E., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Center for the Study of Teaching and Policy.