Implementation of Pre-Primary Education in Public School in Tanzania: Challenges and Possible Solutions

Paul Raphael  Kitula

doi:10.61227/jetti.v3i2.213

Authors

Paul Raphael Kitula

DOI:

https://doi.org/10.61227/jetti.v3i2.213

Keywords:

Challenge, Implementation, Pre-Primary, Education, Solutions

Abstract

The study was conducted to investigate the challenges hindering the effective implementation of the pre-primary curriculum in public schools in Tanzania and to explore strategies that could improve its implementation. The study used the leadership obstacle course (LOC) model as the theoretical framework that helped to identify the key barriers for effective implementation of pre-primary education. A mixed-methods approach with a convergent design was employed, involving 31 respondents (10 head teachers, 20 pre-primary teachers, and one district education officer) selected through random and purposive sampling techniques. Data was gathered using questionnaires, interview guides and observation tools and analyzed through descriptive statistics and thematic analysis. The study found out that key challenges included insufficient teaching resources, lack of teacher training, large class sizes and inadequate cooperation between teachers and parents. Teachers reported a lack of essential skills and resources as major obstacles. Additionally, large class sizes and parental neglect in supporting the curriculum were identified as significant challenges. To improve the situation, the study recommended providing additional training for teachers, increasing resource availability and enhancing parental involvement in the education process

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