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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

Competency and needs of mathematics teachers: basis for enhancement program

AMarmol AKJC.

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

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

Abstract
The study employed descriptive-correlational research design with documentary analysis of Individual Performance Commitment and Review Form (IPCRF) and Classroom Observation Tool (COT), and survey questionnaire checklist as the data-gathering instrument. Total enumeration was employed in this study which involved 74 mathematics teachers in the locale of the study. Based on the findings, majority of mathematics teachers have 22 years or more of teaching experience, hold a baccalaureate degree with a major in mathematics; and have attended two relevant trainings. Moreover, it is concluded that the mathematics teachers, as measured by both IPCRF and COT, were outstanding in content knowledge and pedagogy, and assessment and reporting. However, while the majority of teachers are performing at an outstanding level, a notable proportion also falls into the very satisfactory category in COT. a slight variance in performance levels among the teachers. Furthermore, it identified significant correlation among educational attainment and IPCRF objective 3 and COT indicator 3 (applied a range of teaching strategies to develop critical and creative thinking, as well as other higher – order thinking skills. While teachers demonstrated high performance (outstanding), there was a recognized need for further development, particularly in modern teaching methodologies, clear understanding of curriculum alignment and educational standards, and opportunities for collaborative learning and sharing best practices in math. Notably, the study found that there is no correlation between the competency and needs of mathematics teachers which means that teachers' professional development needs were not directly influenced by their competency levels, indicating a universal demand for ongoing support. These findings underscore the importance of tailored professional development programs to address the diverse needs of mathematics teachers. An enhancement program is therefore proposed to address needs and facilitate continuous improvement among teachers in public secondary schools within the Mercedes and Daet Districts.
Keywords: Competency, Needs, Enhancement program, individual performance commitment form, classroom observation tool

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