Department of Education Psychology and Curriculum Studies

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Kavenuke, P., & Kinyota, M. (2023). Gender Inequalities in Higher Education in Tanzania: Investigating theInfluence of Parents’ Socio-Economic Status. Paper in Education and Development, 41(2), 39-57.
(UDSM, 2023-12-31) KINYOTA MJEGE; PATRICK SEVERINE KAVENUKE
This study investigated the extent to which gender inequality manifests in higher education in Tanzania. Furthermore, through a gendered lens, the study investigated the influence of parents’ socioeconomic status on gender inequality among students who major in STEM and teacher education programmes. The study used a sample of 1714 students across four higher education institutions. It was found that gender is an aspect that forms inequality. For instance, the study revealed that gender differences were reflected in our sample, where female students were underrepresented in both STEM majors and teacher education majors. Also, parents’ education, occupation, educational background (in STEM), and income are some of the socioeconomic statuses that reinforce gender inequality. Finally, the implications for future research and policy are discussed.
Psychopathology mediates between maltreatment and memory functioning in Burundian refugee youth
(Elsevier, 2021) Scharpf, Florian; Mueller, Sven C; Masath, Faustine Bwire; Nkuba, Mabula; Hecker, Tobias
Background: The detrimental impact of child maltreatment on children and adolescents' academic achievement and later socioeconomic wellbeing is well known. However, it is still unclear (1) whether maltreatment is actually linked to youth's long- and short-term memory deficits and (2) whether potential impairments are due to maltreatment per se or related psychopathology. Objective: Based on the Attentional Control Theory, we investigated a mediational model in which maltreatment would be related to psychopathology (internalizing symptoms, posttraumatic stress symptoms, posttraumatic cognitions), which would in turn be related to impaired memory functioning. Participants and setting: We drew on a sample of 155 Burundian refugee youth (aged 11 to 15) currently living in refugee camps in Tanzania and at high risk of experiencing ongoing maltreatment by parents. Methods: Youth reported on their experiences of maltreatment and psychopathology in structured clinical interviews and completed visuospatial memory tasks involving a short-term and a working memory component (Corsi Block Tapping Test) and delayed recall from long-term memory (Rey-Osterrieth Complex Figure). Results: Structural equation modeling showed that psychopathology mediated the association between increased maltreatment and reduced working memory capacity (β = −0.07, p = .02), with a trend towards mediation for short-term memory (β = −0.05, p = .06). Higher levels of maltreatment, but not psychopathology, were directly linked to long-term memory deficits (β = −0.20, p = .02). Conclusions: Preventive efforts targeting maltreatment and interventions focusing on related psychopathology are needed to counter memory deficits and their potential negative implications for academic and socioeconomic outcomes.
THE (NATIONAL) DOCTORAL DISSERTATIONS ASSESSMENT IN CHINA: AN INTERPRETIVE PHENOMENOLOGICAL ANALYSIS
(International Journal of Doctoral Education, 2022-03-24) Kinyota, Mjege
Aim/Purpose Our study explores the perspectives of international doctoral graduates on (national) dissertation assessment in China. Background In the absence of national standards or in the presence of impractical ones for assessing doctoral dissertations, these factors have inevitably led to what Granovsky et al. (1992, p. 375) called “up to standard rejected” and “below standard accepted.” Improving upon this debate, this study examines the lived experiences of seven doctoral graduates who have completed their doctoral degrees in a leading university in China Methodology Contribution Findings Recommendations for Practitioners Recommendations for Researchers Impact on Society Future Research Keywords An interpretive phenomenological analysis (IPA) method entails seven participant observations, seven semi-structured e-interviews, and 29 external reviews. In the present study, we address ed the issue of doctoral dissertation assessment standards with a view to enhancing understanding of the quality of doctoral education. It emphasizes the strengths of this aspect in China and critically describes the weaknesses based on the experiences of doctoral graduates in China. Among the major findings of this study are : (a) the external review of the dissertations presented in the literature review appears to be extremely unique in comparison to the countries discussed in the literature and the countries of the participants (Bangladesh, Ethiopia, Malawi, Tanzania, and Yemen); (b) the national assessment strengthens higher education on a macro level, but is detrimental at the micro-level; and (c) while external reviews appear credible as a policy towards the standardization of doctoral dissertation assessment, this credibility evaporates when one considers the quality of reviews provided and the motivation of reviewers to pass or reject a dissertation, including the supervisor’s exclusion from this process. Students seeking a doctoral degree or dissertation should become familiar with the A-Z detail of the requirements for the degree and thesis. In addition to meeting this overt requirement, their efforts must also be directed to meet the covert requirements, including the requirements of the external reviewers, their supervisors, and the country’s laws. There is a necessity for external reviewers to rethink their decisions and attempt to assess objectively, putting aside their personal views and preferences. There is a need to re-examine the flexibility granted to external reviewers for making decisions regarding doctoral degrees. Future research should consider involving an increased number of parties in conflict between doctoral students, supervisors, and external reviewers. The Chinese government allocates the substantial resources for doctoral studies for both international and local students. The spending of government funds on a doctoral student for four years or more, and then the degree is decided by an external reviewer, is uneconomical on the level of financial capital and human capital. Doctoral students are also human beings, and it does not seem logical that one should judge the quality of their efforts over the course of three or more years by reading the doctoral dissertation once. While they were pursuing their doctoral degrees, they kept their families apart, they lived alone, struggled to make it through hardships, and were easily destroyed. In the future, more interviews may be conducted with respondents belonging to a variety of universities in China, including Chinese students. Additionally, supervisors and external reviewers (if available) should be included. Last but not least, including decision-makers in Chinese higher education can give future research more credibility. China, doctoral dissertation, doctoral graduates, experiences, external review, national assessment
Influence of Femininity and Masculinity Traits on Participation and Performance in Science, Technology, Engineering and Mathematics of Undergraduate Students in Tanzania
(UDSM, 2021-12-30) Kinyota, Mjege
This study investigated whether women and men differed in terms of their femininity, masculinity, gender negatives stereotypes, persistence, self-efficacy and performance in Science, Technology, Engineering and Mathematics (STEM), and established the relationship among these variables. A sample of 721 undergraduate students majoring in STEM in a teacher education program was used. The study was conducted in one public university in Tanzania. The study reveals that there is a significant difference in two aspects only. Specifically, male students held gender negative stereotypes regarding females’ abilities in STEM. They were also significantly self-officious as compared to female students. Surprisingly, it was revealed that females outperformed males in several masculinity traits. In addition, there was a significant correlation among variables, with notable differences across gender.
Developing student-teachers’ conceptions of the Nature of Science: An assessment of a pre-service science teacher education program in Tanzania
(Taylor and Francis, 2020-03-09) Kinyota, Mjege
The importance of enabling student-teachers to acquire informed conceptions of the Nature of Science (NOS) is widely emphasised. Hence, this study investigated the effectiveness of a science pre-service teacher education programme of one university in Tanzania in enabling student-teachers to acquire informed conceptions of NOS as stages in a Learning Progressions model. We employed a comparative impact study design where NOS conceptions were compared resulting from two interventions—science student-teachers trained in inquiry-based learning (IBL) (N=154) and those trained in IBL plus a NOS course (N=86). The first teacher education programme emphasises learning through IBL, thus assuming that students will automatically acquire NOS conceptions through experiencing IBL. The additional NOS course targets explicit instruction of three NOS aspects, i.e. the tentative nature of scientific investigations, the scientific method and scientific theories and laws. Moreover, non-science student-teachers were used as a baseline control group (N=106). Findings indicated that generally student-teachers had limited conceptions of NOS, implying serious gaps in NOS learning progression. Neither experiencing IBL nor being trained in an additional NOS course had significant impact on student-teachers’ understanding of NOS. Largely, our findings imply that the preservice science teacher programmes are not sufficiently enabling student-teachers to acquire informed conceptions of NOS, a condition that calls for immediate intervention. We recommend a comprehensive review of the NOS progression. In the meantime, for the pre-service education programme we recommend a stand-alone and compulsory NOS course that explicitly addresses all of the aspects of NOS.
Influence of Femininity and Masculinity Traits on Participation and Performance in Science, Technology, Engineering and Mathematics of Undergraduate Students in Tanzania
(Papers in Education and Development, 2022-02-18) Rukondo ; Kinyota, Nyanjiga; Mjege
This study investigated whether women and men differed in terms of their femininity, masculinity, gender negatives stereotypes, persistence, self-efficacy and performance in Science, Technology, Engineering and Mathematics (STEM), and established the relationship among these variables. A sample of 721 undergraduate students majoring in STEM in a teacher education program was used. The study was conducted in one public university in Tanzania. The study reveals that there is a significant difference in two aspects only. Specifically, male students held gender negative stereotypes regarding females’ abilities in STEM. They were also significantly self-officious as compared to female students. Surprisingly, it was revealed that females outperformed males in several masculinity traits. In addition, there was a significant correlation among variables, with notable differences across gender
Are they Stress-Free? Examining Stress among Primary School Teachers in Tanzania
(Center for Educational Policy Journal, 2021-11-30) Kinyota, Mjege
eachers enter the profession with enthusiasm for the new adventure. Unfortunately, when they start working, they encounter circumstances that give rise to stress. The 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. The 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.
A Portrait of the Gender Gap in STEM: A Focus on Identity Formation Among Final-year Undergraduate Students in Tanzania
(Journal of Education, Humanities and Sciences, 2021-12-01) Kinyota, Mjege
This study investigates whether male and female students differ with respect to their STEM identity, and how female students negotiate between being female and being students pursuing careers that are perceived as masculine. The study uses a sequential explanatory mixed method design. A total of 749 final year STEM students from three Tanzanian universities participated in a survey that investigated STEM identity using six sub-scales: identity prominence, gender identity, stereotype endorsement, self-efficacy, persistence intentions, and positive feedback. Also, 19 females were interviewed as a follow-up exploration. Findings indicated a significant difference on stereotype endorsement only, where males significantly held negative stereotypes about females’ abilities to succeed in STEM. However, there were a few variations across universities and specific STEM programmes. Qualitatively, the findings indicated that as a result of social and cultural constructions, meanings associated with some STEM careers such as engineering were in conflict with meanings associated with being a woman. Consequently, females in STEM must find a negotiating space by balancing the two conflicting identities. Interestingly, females used different strategies such as deliberate efforts to outperform males in examinations as a means to resist male domination in STEM. Finally, the implications for policy and future research are discussed.
Are Pre-service Teachers Prepared to Teach? Investigating their Locus of Control, Self-efficacy and Attitude towards the Teaching Profession and Teaching Subjects
(Papers in Education and Development No.38 (2), 2020, 2020-09-30) Kinyota, Mjege
The study examined pre-service teachers’ preparedness to teach using a sample of final-year students (n=454) in a Tanzanian teacher education university. The study measured pre-service teachers’ preparedness to teach using four dimensions—internal locus of control, self-efficacy, attitude towards the teaching profession and attitude towards teaching subjects. With exceptions of relatively low teachers’ attitude towards the teaching profession, results indicated that student teachers have higher levels of self-efficacy, positive internal locus of control and positive attitude towards teaching subjects. Also, a significant difference (p ˂ 0.05) was found between teaching subjects on the dimension of locus of control with social science majors having higher locus of control than science and mathematics majors. Future employment intentions had significant impacts (p ˂ 0.05) on student teachers’ attitude towards teaching with those intending to work in non teaching sector having significantly lower attitude. Regression results indicated that working with students and pre-service teachers’ persistence were strong predictors of overall pre-service teachers’ attitude towards teaching (R² = 0.319). Results further revealed that 40.2 % of pre-service teachers regret that they chose the teaching profession and 56.2% are not intending to work as teachers after graduation.
A Portrait of the Gender Gap in STEM: A Focus on Identity Formation Among Final-year Undergraduate Students in Tanzania
(Journal of Education, Humanities and Sciences, Volume 10 No. 3, 2021: 1–18, 2021-11-03) Kinyota, Mjege; Kinyota, Mjege
This study investigates whether male and female students differ with respect to their STEM identity, and how female students negotiate between being female and being students pursuing careers that are perceived as masculine. The study uses a sequential explanatory mixed method design. A total of 749 final year STEM students from three Tanzanian universities participated in a survey that investigated STEM identity using six sub-scales: identity prominence, gender identity, stereotype endorsement, self-efficacy, persistence intentions, and positive feedback. Also, 19 females were interviewed as a follow-up exploration. Findings indicated a significant difference on stereotype endorsement only, where males significantly held negative stereotypes about females’ abilities to succeed in STEM. However, there were a few variations across universities and specific STEM programmes. Qualitatively, the findings indicated that as a result of social and cultural constructions, meanings associated with some STEM careers such as engineering were in conflict with meanings associated with being a woman. Consequently, females in STEM must find a negotiating space by balancing the two conflicting identities. Interestingly, females used different strategies such as deliberate efforts to outperform males in examinations as a means to resist male domination in STEM. Finally, the implications for policy and future research are discussed.
Factors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzania
(SAGE, 2021) Masath, Faustine Bwire; Hinze, Laura; Nkuba, Mabula; Hecker, Tobias
The need for intervention strategies aiming to reduce teachers’ use of violent discipline methods has been expressed repeatedly, especially for countries where this practice is socially and legally accepted. Nevertheless, initial targets for interventions are not clearly identified, as factors contributing to teachers’ use of violence are still understudied. In the present study, we examined the interplay between teachers’ own experiences of violence, their attitudes, current stress, and their use of violent discipline in a representative sample of 173 Tanzanian primary school teachers (53.7% female, Mage = 38.1 years, SDage = 10) using structural equation modeling. Our model showed good model fit (χ2 [48, n = 173] = 78.058 (p = .004), CFI = .962, TLI = .948, RMSEA = .060 [90% CI [.034, .084], PCLOSE = .233], SRMR = .048). Results indicated direct associations between positive attitudes toward violent discipline (β = .41), stress (β = .23), and teachers’ own experiences of violence (β = .21) with teachers’ use of violence. Teachers’ own experiences of violence were significantly associated with positive attitudes (β = .39), and these significantly mediated the association between teachers’ own experiences of violence and their use of violent discipline (β =.23). Our findings underscore the relevance of past experiences, societal norms, and current working conditions in understanding teachers’ violence against students. Interventions aiming to reduce teachers’ use of violent discipline may focus on stress management, societal norms, personal beliefs on violent discipline, and how teachers’ own previous experiences of violence may influence teacher’s disciplining behavior.
Psychopathology mediates between maltreatment and memory functioning in Burundian refugee youth
(ELSEVIER, 2021) Scharpf, Florian; Mueller, Sven, C.; Masath, Faustine Bwire; Nkuba, Mabula; Hecker, Tobias
Background: The detrimental impact of child maltreatment on children and adolescents' academic achievement and later socioeconomic wellbeing is well known. However, it is still unclear (1) whether maltreatment is actually linked to youth's long- and short-term memory deficits and (2) whether potential impairments are due to maltreatment per se or related psychopathology. Objective: Based on the Attentional Control Theory, we investigated a mediational model in which maltreatment would be related to psychopathology (internalizing symptoms, posttraumatic stress symptoms, posttraumatic cognitions), which would in turn be related to impaired memory functioning. Participants and setting: We drew on a sample of 155 Burundian refugee youth (aged 11 to 15) currently living in refugee camps in Tanzania and at high risk of experiencing ongoing maltreatment by parents. Methods: Youth reported on their experiences of maltreatment and psychopathology in structured clinical interviews and completed visuospatial memory tasks involving a short-term and a working memory component (Corsi Block Tapping Test) and delayed recall from long-term memory (Rey-Osterrieth Complex Figure). Results: Structural equation modeling showed that psychopathology mediated the association between increased maltreatment and reduced working memory capacity (β = -0.07, p = .02), with a trend towards mediation for short-term memory (β = -0.05, p = .06). Higher levels of maltreatment, but not psychopathology, were directly linked to long-term memory deficits (β = -0.20, p = .02). Conclusions: Preventive efforts targeting maltreatment and interventions focusing on related psychopathology are needed to counter memory deficits and their potential negative implications for academic and socioeconomic outcomes.
Mental health problems moderate the association between teacher violence and children’s social status in East Africa: A multi-informant study combining self- and peer-reports
(Cambridge University Press, 2021) Hecker, Tobias; Dumke, Lars; Neuner, Frank; Masath, Faustine Bwire
School victimization has been negatively associated with children’s social status. However, previous studies have primarily focused on peer victimization, leaving a significant knowledge gap regarding violence by teachers.We hypothesized that, when almost all children experience violence by teachers, not only the experience of violence, but also other factors, for example, mental health problems, may influence children’s social preference and centrality.We therefore examined potential moderation effects of children’s internalizing and externalizing problems. We implemented a multistage cluster randomized sampling approach to randomly chose fifth- and sixth-grade students from primary schools throughout Tanzania. Using a multi-informant approach, data were collected from 643 children (51.0% girls, Mage = 12.79 years). Results showed inconsistent direct associations between teacher violence and social status, whereas mental health problems were consistently associated with lower social status. Significant interaction effects were found for internalizing problems; that is, teacher violence was associated with lower social status for increasing internalizing problems. However, no interaction effects were found for externalizing problems. The findings underline the burden of exposure to violence by teachers and the importance of mental health for children’s social functioning. Knowledge about interrelations can be applied in interventions to effectively reduce violence by teachers toward students.
A socio‑ecological analysis of risk, protective and promotive factors for the mental health of Burundian refugee children living in refugee camps
(Springer, 2020) Scharpf, Florian; Mkinga, Getrude; Masath, Faustine Bwire; Hecker, Tobias
Children and adolescents’ mental health risk and resilience arise from a complex interplay of factors on several socioecological levels. However, little is known about the factors that shape the mental health of refugee youth living in refugee camps close to ongoing conflict. We conducted a cross-sectional study with a representative sample of 217 Burundian refugee children aged 7–15 and their mothers residing in refugee camps in Tanzania to investigate associations between risk, protective and promotive factors from various ecological levels (individual, microsystem, exosystem), and children’s post-traumatic stress disorder (PTSD) symptoms, internalizing and externalizing problems, and prosocial behavior. Data were collected using structured clinical interviews and analyzed using multiple regression models. Exposure to violence across all contexts and engagement coping were risk factors for PTSD symptoms and internalizing problems, while only violence by mothers seemed to increase children’s vulnerability for externalizing problems. A differential impact of violence exposures on prosocial behavior was observed. Higher-quality friendships appeared to protect youth from PTSD symptoms and externalizing problems, while they also promoted children’s prosocial behavior, just as mothers’ social support networks. Prevention and intervention approaches should integrate risk, protective and promotive factors for refugee youth’s mental health across multiple ecological contexts and take into account context-specific and adaptive responses to war and displacement.
Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools
(BMC, 2020) Masath, Faustine Bwire; Hermenau, Katharin; Nkuba, Mabula; Hecker, Tobias
Background: Despite the existing national and international plans of action to end violent discipline strategies used by teachers in schools, they still prevail in Tanzanian schools. This underlines the need to implement school-based interventions that aim at reducing violent discipline by teachers. In this study, we will evaluate the feasibility and effectiveness of the preventative intervention Interaction Competencies with Children – for Teachers (ICC-T) in Tanzanian primary schools. Following its success in secondary schools, we hypothesize that the intervention will reduce teachers’ positive attitudes towards and their use of violent discipline at school. Methods/design: The study will be conducted in six randomly selected regions in Tanzania. We have already randomly selected two schools in each region (12 in total) that fulfilL our inclusion criteria. From each region, one school will be randomly assigned to the intervention and the other to the monitoring group (no intervention). Eighty students between the ages of 9 to 12 years (N = 960) and 20 teachers from each school (N = 240) will be included in the trial. We will collect data directly before the intervention (t1) and 6 months after the intervention (t2) both at intervention and monitoring schools. Using guided questionnaire assessments, we will measure violence by teachers using students’ reports on their exposure to and teachers’ reports on their use of violence using the Conflict Tactics Scale. Furthermore, we will assess teachers’ positive attitudes towards violent discipline using a modified version of the Conflict Tactic Scale. The feasibility of the intervention will be evaluated using purpose-built measures assessing the demand, applicability, acceptability, and integration of core elements into daily work in the participating schools. Discussion: The proposed study will allow us to test the feasibility and effectiveness of an intervention aiming to reduce positive attitudes towards and the use of violent discipline by teachers in school settings. With the reduction of violent discipline by teachers, this study contributes to national and international efforts towards ending violence against children as well as the attainment of the United Nations’ Sustainable Development Goals that also aim to prevent all types of maltreatment of children.
Psychosocial Stressors and Help-Seeking Behavior among Undergraduate Student Teachers in Tanzania
(Macrothink Institute, 2014) Onditi, Hezron Zacharia; Moses, Ikupa; Masath, Faustine Bwire
This study explored undergraduate student teachers experiences on psychosocial stressors, how they resolve the stressors, and the level of utilization of college help or support resources. A self-report questionnaire was administered to a total of 187 first year, second year and third year student teachers (M=25 & SD=3.38) from Dar es Salaam University College of Education, Tanzania. Regardless of gender, student teachers reported to have had high level of stressful experiences to the extent of needing assistance. And the longer the students stay in the college the more stressful experiences they are likely to encounter. Although students would most often prefer face to face followed by making a telephone call in seeking for help, there is a low utilization of formal college help services such as counseling compared to the informal sources of help like fellow students. And a lack of awareness, ethical concerns, and cultural factors emerged as the major barriers to help-seeking from the formal college sources of help. The results of this study provide insight for developing a comprehensive and holistic intervention programs that could buffer students from stress and its associated maladies.
Moral Deterioration : the Reflection on Emerging Street Youth Gangs in Musoma , Tanzania
(SAVAP International, 2013) Masath, Faustine Bwire
The study investigated on youth moral deterioration in Musoma, Tanzania. Specifically, it aimed at finding the causes stakeholders attribute to youth moral deterioration; and explore the necessary approaches to restore morality. A total sample of 57 (Mean=36.5 years, SD=9.24) participants were used. Results indicated that stakeholders attributed the problem strongly to exposure to drugs (M=4.11, SD=1.129); peer pressure (M=3.96, SD=1.195) and ineffective parenting (M=3.88, SD=1.283) while genetic influence (M=2.44, SD=1.239); poor school performance (M=2.63, SD=1.277); and need to satisfy and gain fellows’ recognition (M=3.19, SD=1.394) were weakly attributed to moral deterioration respectively. The role of moral education, relationship among stakeholders, and guidance, counselling and rehabilitation services were the necessary approaches suggested by stakeholders to restoring morality. National wide survey study on moral deterioration and its impacts on social, economical and political development are vital.
‘Teacher Job Satisfaction’ and ‘Intention to Leave the Profession’: Does Age Matter?
(Dar es Salaam University College of Education (DUCE) & University of Dar es Salaam, 2015) Masath, Faustine Bwire
This study explored issues on job satisfaction among secondary school teachers on one hand and intention to leave the profession in relation to varying age-groups. A Minnesota Satisfaction Questionnaire (MSQ) and Intention to Leave Scale was administered to 400 teachers from Musoma municipality in July-August, 2013. A total of 340 respondents (a response rate of 85%) returned the questionnaires which were used for analysis. Teachers aged 25-40 years indicated low level of satisfaction and higher intention to leave the profession compared to teachers aged 40-60+ years. Respondents also indicated the lack of freedom to perform their duties, utilization of their skills, and the way they get along with other co-workers as contributing to their job dissatisfaction. The study results provide a picture on how teachers vary in their satisfaction with the job and suggest for a counter strategy to enhance their job satisfaction with respect to age variations.
Variation in Job Satisfaction between Public And Private Secondary School Teachers in Tanzania : A Comparative Study at Kinondoni District
(Dar es Salaam University College of Education (DUCE) & University of Dar es Salaam, 2012) Masath, Faustine Bwire
In improving the quality of education in secondary schools, teachers’ job satisfaction is vital and an inevitable component. In Tanzania, however, the level of job satisfaction of secondary school teachers is not clear; and so is how public and private secondary schools differ in their level of job satisfaction. This study aims to compare the level of job satisfaction between public and private secondary school teachers. The study adopts a descriptive cross-sectional survey research design, which employed a sample of 275 respondents from 10 selected secondary schools in Kinondoni district. Teacher Job Satisfaction Scale (TJSS), and documentary review were used in the collection of data. Analysis and discussion of findings are based on the two factors theory of job satisfaction, which explains job satisfaction as a function of motivator, and hygiene factors. The findings from an independent sample t-test statistical analysis tool revealed that private secondary school teachers are more moderately satisfied (M=1.50, SD=.048) than public secondary school teachers (M=1.77, SD=.591; t(227) =3.721) at p=0.000, η²=0.06. The study recommends for the improvement of working conditions in public secondary schools; and job security in private secondary schools to improve secondary school teachers’ job satisfaction.
Whose Names are in Science Textbooks? Justifying the Need for Critical Pedagogy in Tanzania Science Classrooms
(Journal of Education, Humanities and Sciences,, 2018-06-30) Kinyota, Mjege; Kavenuke, Patrick
Textbooks are the most important teaching and learning resources in education in most developing countries, including Tanzania. However, researchers in education have tended to ignore critical issues related to textbooks. For example, while Africa, as a continent, has contributed a lot to the development of science and technology, it is unfortunate that African scientists and their achievements do not feature in science textbooks used in African schools. This paper seeks to explore critical aspects in science textbooksthat are often taken for granted, such as names of scientists cited in those textbooks. Additionally, the question of what are the stereotypes and the hidden messages that students in developing countries learn when science textbooks are full of white male Western scientists’ names was considered pertinent for this study. We argue that such biased naming in science textbooks sends negative messages and stereotypes to students on what counts as legitimate science knowledge. We also argue that the messages, in turn, limit students’ creativity and affect their identities as science knowledge producers and owners. The situation may be worse for non-white female students from developing countries. We recommend that teachers should use critical pedagogy in science classrooms so that issues related to the nature of science and the historical development of scientific knowledge are critically questioned, analysed and discussed. Given the limited time due to the pressure of national examinations, we also recommend teachers to use information and communication technologies (ICT) to facilitate critical pedagogy. Lastly, we call for the integration of indigenous scientific knowledge in science curriculum in Tanzania

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