Department of Educational Foundations,Management and Lifelong Learning

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Browsing Department of Educational Foundations,Management and Lifelong Learning by Author "kayombo, Joel Jonathan"

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    Are they Stress-Free? Examining Stress among Primary School Teachers in Tanzania
    (University of Ljubljana, 2021-11) Kavenuke, Patrick Severine; kayombo, Joel Jonathan; Kinyota, Mjege
    Teachers enter the profession with enthusiasm for the new adventure. Unfortunately, when they start working, they encounter circumstances that give rise to stress. Te present study, which used a sample of 550 participants from 50 primary schools selected from the Kisarawe district in the Coastal Region of Tanzania, examines the extent of stress among primary school teachers and the factors influencing stress. Overall, the results indicate that teachers’ levels of stress range from low to moderate. Moreover, the results from hierarchical regression analysis indicate that factors such as sex, class size, age, career intentions and teaching subject significantly predict teachers’ stress. Te study concludes that there is a need for the government, policymakers and school administrators to reduce teachers’ workload. Furthermore, school administrators in particular should be supportive and should design mechanisms that could develop a sense of collegiality among teachers in order to improve teacher-to-teacher relationships.
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    The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism
    (Thinking Skills and Creativity, 2020-06-16) Kavenuke, Patrick Severine; Kinyota, Mjege; kayombo, Joel Jonathan
    Recently, researchers have shown an increased interest in studying about Critical Thinking Skills (CTSs). Indeed, the theme has become one of the most significant current discussions amongst many other international agendas. Given the perceived importance of CTSs in this 21st century, we investigated the CTSs of prospective teachers. The aim was to investigate the extent to which prospective teachers possess CTSs. Moreover, the study examined factors influencing CTSs of prospective teachers. The study sample (n = 965) was comprised of first, second and final-year students from one of the teacher education universities in Tanzania. The CTSs were measured using three dimension—systematicity, self-confidence and scepticism. Overall, the results indicated that prospective teachers had higher mean scores in systematicity and scepticism, but significantly lower mean scores in self-confidence. Also, factors such as parents’ education, parents’ occupation and year of study were significantly related to at least one dimension of CTSs. For instance, father’s education positively and significantly predicted prospective teachers’ scores on scepticism. These results have far-reaching implications for policy and future research.