Browsing by Author "Mabagala, Stephen"

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    ETHICAL CONFLICTS AND MORAL DILEMMAS EXPERIENCED BY PHYSICAL EDUCATION TEACHERS IN TANZANIA
    (African Journal of Teacher Education (AJOTE), 2013-10-04) Mabagala, Stephen
    The purpose of this study was to explore the ethical conflicts and moral dilemmas (ECMD) experienced by Physical Education (PE) teachers. The study also sought to explore the influence of demographic and institutional characteristics on the ECMD experienced by PE teachers. The experience of PE teachers is unique because of the nature of their duties in and outside the classroom and school environments where there are a lot of interactions. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE teachers, students and heads of institutions and data were collected through questionnaire. Results revealed that PE teachers faced ethical conflicts and moral dilemmas in their duties (M =3.4, SD = .79). ECD facing PE teachers differed significantly across institutional location [t (411.33) = 2.453, p =.015)], institutional ownership [F (3, 788) = 5.01, p =.002)] and type of institution [(t (50) = -2.45, p = .019)]. There were no significant differences across age categories [F (4, 47) = .500, p = .736)], educational levels [F (3, 48) = 1.648, p = .191)], gender [t (50) = .383, p = .703], marital status [t (50) = .439, p = .663] and teaching experience [F (3, 48 =.638, p =.594]. It was concluded that ECD are prevalent in secondary schools and teachers colleges. PE teachers whose institutions are located in urban areas face more ECD than those located in rural areas. Religious and military-owned institutions face less ECD than government and privately-owned institutions. Moreover, PE teachers in secondary schools face more ECD than those in teachers’ colleges. It was recommended that there is a need to strengthen professional development courses for teachers and emphasize the teaching of moral and professional ethics in the teacher education programs; and improve the teaching and learning environment.
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    The Extent of Physical Education Teachers’compliance with the Professional Code of Ethics and Conduct in Tanzania
    (2013-04) Mabagala, Stephen
    Every profession considers the development and application of the Professional Code of Ethics and Conduct (PCEC) as a means of maintaining acceptable professional standards. As for the teaching profession, teachers are supposed to exhibit high level of professionalism by showing high ethical and moral standards in their relationships with other educational stakeholders. This is also imperative for PE teachers since their work involves close interactions with students in and outside the classroom and school contexts when they double their duties as teachers and coaches. The purpose of this study was to determine the compliance level of PE teachers with PCEC in Tanzania. The study utilized descriptive survey design and was conducted in secondary schools and teachers colleges in Tanzania. The target population was 5,948, which included 54 PE teachers, 5,844 students, 21 heads of institutions and 29 TSD officials. The sample comprised 809 respondents, who were purposively selected depending on their involvement in PE, administrative role as heads of institutions or as officials responsible for teacher conduct and discipline. Instruments for data collection were questionnaires. The instruments were pre-tested in two secondary schools. Data were analyzed using descriptive statistics; while hypotheses were tested using independent t-test and ANOVA to test the significance difference between variables at p ≤ 0.05 level of significance, with the help of SPSS version 19. Findings revealed that PE teachers had high knowledge on PCEC (M = 4.41, SD= .32). There were significant differences in knowledge on PCEC across educational levels (p = .000), institutional ownership (p =.011), and institutional level (p = .019). There were no significant differences in knowledge on PCEC across age (p=.056), gender (p = .926), marital status (p = .153), teaching experience (p = .258) and location (p =.252). Findings also revealed that PE teachers complied with PCEC at high level (M = 4.11, SD = .53). Compliance with PCEC differed significantly across educational levels (p =.002), and institutional variables (p < .05). There were no significant differences in compliance with PCEC across age (p = .868), gender (p = .502), marital status (p = .208) and teaching experience (p =. 469). Moreover, the findings indicated that ECD were prevalent (M = 3.04, SD = .79) in the implementation of PCEC. There were no significant differences in ECD faced by PE teachers across demographic variables (p > .05). However, there were significant differences in ECD faced by PE teachers across institutional variables (p < .05). It was concluded that PE teachers have adequate knowledge on PCEC and comply with it at high level. It was further concluded that PE teachers encounter ECD in implementing PCEC. Based on the findings, it was recommended that the Ministry of Education and school administrators should improve PE and sport programmes in schools and colleges, and should encourage and facilitate teachers‟ in-service professional development courses. Moreover, teachers should be encouraged to obtain copies of PCEC. Further studies should be carried out across all teachers in different subject specializations to determine their compliance level with PCEC. Moreover, studies should also be conducted on the role of PE and sport in schools and colleges in enhancing work commitment and collaboration among teachers.
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    The Importance of Play during Childhood: The Lesson for Care Givers, Parents and Pre-schools in Tanzania
    (Open University of Tanzania, 2007) Mabagala, Stephen; Mabagala, D. L.
    As early as infancy, children immerse themselves in playful activities withthe purpose of making sense of the world around them. However, their effort toachieve this is most frequently halted by parents, care givers and teachers whowork around with them. There have been questions surrounding the importance ofplay for children in Tanzania. The major question has been what children learnwhen they play. Lack of knowledge on the importance of play for children has ledparents, care givers and pre-school teachers deny children their rights to play,instead they have placed more emphasis on reading and arithmetic. This paper isbased on literature review, and presents the developmental stages of childhood anddiscusses the importance of play for cognitive, social, emotional and physicaldevelopment of children. The paper suggests that parents, community and preschools,and society as a whole should create conducive and safe environment forchildren to play, so as to help children to develop their capabilities to their fullpotentials.
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    Physical Education Teachers' Compliance With Professional Codes of Ethics and Conduct
    (Taylor & Francis, 2013-03-27) Mabagala, Stephen
    Background/Purpose: Every profession considers the development and application of a Professional Code of Ethics and Conduct (PCEC) as a means of maintaining professional standards. As for the teaching profession, PE teachers are supposed to exhibit a high level of professionalism, responsibility, integrity, competence, character, respect and honesty. Such moral virtues are imperative since PE teachers' work involves close interactions with students. The purpose of this study was to determine the compliance level of PE teachers with the PCEC in Tanzania. Method: The study utilized descriptive survey design and was conducted in secondary schools and teachers' colleges. Purposive sampling was adopted to select respondents. Participants were 52 PE teachers, 21 heads of institutions, 720 students and 16 Teachers' Service Department officials. Analysis/Results: PE teachers complied with the PCEC at high level (M = 4.11, SD = .53). There were no significant differences in compliance across age (p = .868), gender (p = .502), marital status (p = .208) and teaching experience (p = .469). However, significant differences in compliance were observed across educational levels (p = .002) and across institutional variables (p < .05) Conclusions and Recommendations: PE teachers comply accordingly with PCEC; and the level of education and religiosity influence their compliance level. There is a need to strengthen professional development courses for teachers and emphasize the teaching of moral and professional ethics in the teacher education program.
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    Physical Education Teachers' Knowledge on the Professional Code of Ethics and Conduct in Tanzania
    (Scholarlink Resource Centre Ltd, 2013-08-01) Mabagala, Stephen; Mwisukha, Andanje; Wanderi, Mwangi P.; Muindi, Daniel M.
    Every profession considers the development and application of a Professional Code of Ethics and Conduct (PCEC) as a means of maintaining acceptable professional standards. As for the teaching profession, teachers are supposed to exhibit a high level of professionalism, responsibility, integrity, competence, character, respect and honesty. Such moral virtues are imperative for Physical Education (PE) teachers since their work involves close interactions with students in and outside the classroom and school contexts. The purpose of this study was to determine the knowledge of PE teachers on PCEC in Tanzania. The study explored whether PE teachers were knowledgeable on PCEC and whether their knowledge differed according to their demographic and institutional characteristics. The study was significant in that knowledge on PCEC could help teachers to understand the nature of their work, the values they transmit and the implication of those values for those with whom they are engaged. The study could also help PE teachers to improve and sustain the standards and reputation of the teaching profession by upholding the best practices and conduct. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE teachers and data were collected through questionnaire. Results revealed that PE teachers had high knowledge on PCEC (M =4.41, SD = .317). However, knowledge on PCEC differed significantly across educational levels (p = .001), institutional ownership (p =. 011) and institutional level (p = .019). There were no significant differences across age categories (p = .056), gender (p = .926), marital status (p = .153), teaching experience (p =.258) and location (p = .252). It was concluded that PE teachers possess adequate knowledge on PCEC; and the level of education and religiosity are determinant factors for the knowledge on PCEC. It was recommended that there is a need to strengthen professional development courses for teachers and emphasize the teaching of moral and professional ethics in the teacher education programs. Teachers should also be encouraged to obtain copies of professional code of ethics and conduct, and they should be emphasized to implement the professional code of ethics and conduct. Moreover, studies should be conducted to understand the level of compliance with PCEC among teachers in other specialized subjects.
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    Students’ Perceptions on Physical Education Teachers’ Compliance with the Professional Code of Ethics and Conduct in Tanzania
    (2016-07) Mabagala, Stephen
    The nature of Physical Education (PE) is grounded in movements, games and sports; this lends itself to a high rate of interaction between PE teachers and students. As such, PE teachers need to be aware and comply with their professional code of ethics and conduct (PCEC) in their relationship with students during theory and practical lessons as well as during interschool competitions and outside school contexts. The idea of PE teachers' compliance with PCEC in Tanzania has not been widely investigated, so this study is rare and important to the field. The purpose of the study was to determine the perception of students on PE teachers' compliance with PCEC in Tanzania. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE students and data were collected through a questionnaire. Participants were 720 students who were either studying PE or participating in school sports. It was concluded that PE students perceive their teachers as having a high level of compliance with the PCEC and their perception is influenced by their level of education. It was recommended that there is a need to improve and sustain PE programs in schools and colleges, emphasize training in the codes for teachers, and moral education for students. There is also a need to improve teacher-student-relationship and school-community partnerships through sports. Further study should be conducted to determine unethical behavior in teacher-student relationships in the context of school sport.
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    The Working Conditions of Primary School Teachers in Tabora Municipality
    (2015) Mambo, Michael S.; Mabagala, Stephen