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Volume 14 (2); 25 June, 2024

Research Paper

From teacher to learner centred approach: the case of Bulawayo urban schools

Mangwaya E and Mangwaya E.

J. Educ. Manage. Stud., 14(2): 27-35, 2024; pii:S232247702400004-14

DOI: https://dx.doi.org/10.54203/jems.2024.4

Abstract
The frequent changes in the education industry have led to many controversies. Among these controversies include one between the learner centred and teacher centred approaches to education. The argument is on whether learning approaches and processes should be tailored to the needs of students or whether students should act just like knowledge receptacles in a situation where teachers act as the sources of knowledge. This study explores how secondary school teachers can move from the teacher to the learner centred approach as they discharge their duties. Adopting an interpretivist paradigm and case study design teachers’ views on transitioning from teacher to learner centredness are explored using interviews, document analysis and focus group discussions. While strategies for such transitioning were suggested by teachers in this article, it appears that there is need for frequent capacitation sessions as a way of assisting secondary school teachers to address concerns they have in relation to learner centredness and student assessment procedures.
Keywords: Teacher centred approach, learner centred approach, secondary school, capacitation, transitioning

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Research Paper

Factors contributing to retention of teachers in public secondary schools in rural areas in Tanzania: a study of Lindi district

Aziza LHM and and Mwila PM.

J. Educ. Manage. Stud., 14(2): 36-49, 2024; pii:S232247702400005-14

DOI: https://dx.doi.org/10.54203/jems.2024.5

Abstract
This study aimed to investigate the factors influencing teacher retention in public secondary schools situated in rural areas, with a particular focus on the Lindi District in Tanzania. The research employed a convergent design within a mixed-methods approach and included a sample of 60 students, 30 teachers, and 3 heads of schools schools. Quantitative data analysis involved descriptive statistics, while qualitative data were analyzed thematically. The findings indicate a comparatively low retention rate in rural secondary schools in Lindi, attributed to factors such as inadequate remuneration and benefits, limited professional development opportunities, poor work-life balance, and unsupportive work environments. These challenges may negatively impact the quality of education, as insufficient support and compensation for teachers can lead to decreased job satisfaction, motivation, and overall engagement in their roles.
Keywords: Teacher rentention, turnover, secondary schools, Temeke municipality

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Research Paper

Instructional leadership and implementation of inclusive education practices of school heads

Marmol-Dado A.

J. Educ. Manage. Stud., 14(2): 50-58, 2024; pii:S232247702400006-14

DOI: https://dx.doi.org/10.54203/jems.2024.6

Abstract
This study determined the relationship between instructional leadership practices and implementation of inclusive education practices of public elementary and secondary school heads in the Division of Camarines Norte. The study employed descriptive-correlational research design with survey questionnaire checklist as the data-gathering instrument. Total enumeration was employed in this study which involved one hundred two teachers, 21 public elementary school heads, and 15 secondary school heads in the locale of the study. Based on the findings, it is concluded that the public elementary and secondary school heads very satisfactorily implemented their instructional leadership practices along school-based review, contextualization and implementation of learning standards, teaching standards and pedagogies, teacher performance feedback, learner achievement and other performance indicators, learning assessment, learning environment and career awareness and opportunities except learners’ discipline wherein they were rated outstanding. Moreover, they almost fully implemented the inclusive education practices along identification, assessment, and placement, developing individual education plan, providing assistance and reporting. There is a weak positive correlation between learning environment and identification, assessment and placement practices, while assistance has a significant correlation along learning environment, and reporting is significantly correlated along teacher’s performance and feedback and career awareness and opportunities. The identified issues and concerns affected how they cater to learners with special needs. A guidebook is therefore proposed to address the instructional leadership practices and inclusive education practices of the school heads in public elementary and secondary schools in the Division of Camarines Norte.
Keywords: Instructional leadership, Inclusive education, Educational management

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