Papers in Education and Development is dedicated to the analysis of educational problems and issues from a multidisciplinary point of view. Contributions are invited from authors in a variety of academic disciplines whose work has significant implications for educational policy and/or educational practice both in sub-Saharan Africa and beyond. The Editorial Board accepts research-based analytical papers, original research reports, reviews and short communications.
EDITORIAL BOARD MEMBERS
Chief Editor
Eustella P. Bhalalusesa, Associate Professor, Department of Educational
Foundations, Management and Lifelong Learning, University of Dar es
Salaam, Tanzania
Associate Editors
Blackson Kanukisya, Senior Lecturer, Department of Educational Foundations,
Management and Lifelong Learning, University of Dar es Salaam, Tanzania
Philipo Lonati Sanga, Senior Lecturer, Department of Educational Foundations,
Management and Lifelong Learning, University of Dar es Salaam, Tanzania
Editorial Board Members (Domestic)
William A.L. Anangisye, Professor, Department of Educational Foundations,
Management and Lifelong Learning, University of Dar es Salaam, Tanzania
Rebeca Sima, Senior Lecturer, Department of Educational Psychology and
Curricullum Studies, University of Dar es Salaam, Tanzania
George Kahangwa, Senior Lecturer, Department of Educational Foundations,
Management and Lifelong Learning, University of Dar es Salaam, Tanzania
Albert Tarmo, Senior Lecturer, Department of Educational Psychology and
Curricullum Studies, University of Dar es Salaam, Tanzania
Mpoki Mwaikokesya, Lecturer, Department of Educational Foundations,
Management and Lifelong Learning, University of Dar es Salaam, Tanzania
Stephen Mabagala, Senior Lecturer, Department of Physical Education and Sport
Sciences, University of Dar es Salaam, Tanzania
Nkanileka Loti Mgonda, Senior Lecturer, Department of Educational Foundations,
Management and Lifelong Learning, University of Dar es Salaam, Tanzania
Rose Upor, Senior Lecturer, Department of Foreign Languages and Linguistics,
University of Dar es Salaam, Tanzania
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Editorial Board Members (International)
Maria Hallitzky, Professor, Faculty of Education, University of Leipzig, Germany
Hanna Posti-Ahokas, Senior Researcher, Faculty of Education and Psychology,
University of Jyvaskyla, Finland
Elina Lehtomaki, Professor, Faculty of Education, University of Oulu, Finland
Editorial Advisory Panel (International)
Abel Ishumi, Professor Emeritus, School of Education, University of Dar es
Salaam, Tanzania
Daniel Sifuna, Professor, Department of Educational Foundations, Kenyatta
University, Kenya
Peter Baguma, Professor, Department of Organisational and Social Psychology,
Makerere University, Uganda
Francis Indoshi, Professor, School of Education, Maseno University, Kenya
Des Hewitt, Professor, School of Education, University of Warwick, UK
Editorial Correspondence
Editorial correspondence including manuscripts for submission should be sent to
The Chief Editor or Associate Chief Editors, Papers in Education and Development
(PED), School of Education, University of Dar es Salaam, P.O. Box 35048, Dar es
Salaam, Tanzania. Authors are advised to submit their papers in electronic form,
as an attachment, to email papersineducation@gmail.com, copied to ped@udsm.
ac.tz. Journal Website: http://ped.ac.tz
Papers in Education and Development (PED) Volume 40 Number 2 of 2022 v
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Editorial
The management of Papers in Education and Development (PED) Journal is
delighted to bring out Volume 40, Number 2 of 2022. This issue is a collection
of ten research-based papers that address various contemporary concerns across
the education system. Interestingly, this issue unveils matters from pre-primary,
primary, secondary, in-service teacher, and higher education sub-sectors from the
Tanzanian context and elsewhere.
In the first paper, Morwo Likinjiye, Blackson Kanukisya and Joyce Ndabi investigate
the views of students on learning environment for undergraduate mathematics in
Tanzania. Data from questionnaires and interviews revealed that students’ views
were positive on lecturers’ characteristics, academic relationships, as well as gender
sensitivity in the learning environment. However, students had a concern on the
teaching methods for the subject, the nature of tests during their coursework, as
well as marking and grading styles. The authors conclude that, among others,
contrary to observations in non-mathematics contexts, male and female students
held similar views on many aspects of the learning environment for undergraduate
mathematics. Next, Samuel Meroyi, Odunola Olajide and Abayomi Alaka employed
paper reviews literature to examine what knowledge is and ought to be in the 21st
century. Employing a speculative approach, conceptual analysis and prescriptive
research methods in philosophy to expound the creation of knowledge that will be
relevant for the 21st century society, the paper has revealed that there are educational
initiatives in place that are being taken in the 21st century to set an educational
agenda that meets the local and global standards. This implies that universities
and schools have an increased role to play in the 21st century including training
and recruiting learners, who can, at different levels, demonstrate creativity, critical
thinking, communication and collaboration. The paper recommends that knowledge
creation must extend to include the physical, mental, emotional and social domains
of learning as required in the 21st century.
In the third paper, Aaron Manase, Moshi Mislay and Simon Peter examine ideologies,
policies, and university practices of educational leaders’ preparation in higher
learning institutions in Tanzania and proposes an alternative model for educational
leaders’ preparation. This narrative literature review takes stock of the trajectory
of graduate educational leaders’ preparation development in Tanzania by situating
relevant initiatives in the educational macro-policies and transformations spanning
a period of about six decades for possible future educational policy direction. The
analysis has shown that the assumption in Tanzanian education institutions seems
to be that preparing an educational leader as a classroom teacher is enough for
productive leadership of educational and training institutions. In terms of policy,
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it has been found that since independence to date, educational leaders’ preparation
(ELP) has received less attention in Tanzania’s national education policy discourses
despite the fact that graduate educational leaders attest to a questionable leadership
capacity. Practically, universities’ ELP practices in Tanzania seem to have largely
preserved a colonial model for ELP. A strong case has been made that the present
modality of preparing educational leaders hinders Tanzania’s higher learning
institutions from grooming competent future educational leaders. Thus, an alternative
model has been advocated in this paper to redress the current modality. In the
next paper, Martanus Ochola and Mwajabu Possi examine the role of teachers’
self-efficacy and demographic variables during their inclusive practices. Data
from structured questionnaire was collected from 254 in-service teachers from 18
inclusive primary schools in Tanzania. It was found that there was a statistically
significant and positive relationship between teacher self-efficacy and their inclusive
practices. Regression analysis indicated that teachers’ self-efficacy, particularly in
instructional practices, as well as teacher demographics (except gender, age, and
education) were considered to be significant factors that predict their inclusive
practices. Thus, the study recommends for educational interventions to promote
teachers’ competence, self-confidence, knowledge, and skills in order to promote
inclusive practices in schools in Tanzania.
Chris Mauki and Daniel Marandu’s paper presents a quantitative assessment of
the relationship between self-esteem and sexual risk-taking behaviours among
adolescents. This correlational study used a questionnaire for data collection and
Pearson’s Correlation Coefficient results showed no significant relationship between
self-esteem and sexual debut (r =.081, p > 0.05), self-esteem and safe sex (r =.081,
p > 0.05) and a weak positive relationship between self-esteem and multiple
partners (r =.033, p .470). This implies that self-esteem did not influence sexual
risk-taking behaviours among adolescents. The sixth paper is Titilayo Adeoye’s
investigation of the need for cognition, parental involvement, and extraversion as
factors determining academic self-efficacy among secondary school students in
Oyo State, Nigeria. It adopted a correlational descriptive research design to collect
data from secondary school students who were chosen based on a multistage
sampling technique. Data were collected by means of a questionnaire focusing
on the following variables (Need for Cognition r=0.84; Parental Involvement
r=0.83; Extraversion r=0.86; and Self-Efficacy r=0.87). Pearson Product Moment
Correlation Coefficient and Multiple Regression analyses revealed that the need
for cognition (r=.804), and parental involvement (r=.788) had a strong positive
correlation with academic self-efficacy while extraversion had a weak correlation
with academic self-efficacy (r=-.203). Parental involvement was the most potent out
of the predictor variables (β=.478), followed by the need for cognition (β=.365).
Extraversion made a negative contribution to the predictor of academic self-efficacy
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(β=-.245). Regression analysis revealed that the three independent variables
(need for cognition, parental involvement, and extraversion) jointly accounted
for 55.2% (Adjusted R2=.552) variation in the prediction of self-efficacy. The
study recommends that school counselors should counsel students on the need to
develop higher academic self-efficacy in order to bring about excellent results in
their academics.
In the seventh paper, Janeth Mlay, Stephen Mabagala and Joyce Ndabi employ
Bronfenbrenner System Theory to present findings from the exploration of primary
school pupils’ inclusion in physical activities. Data were collected through interview,
documentary review, and observation methods. Thematic analysis revealed specific
and general challenges such as lack of sign language skills used during physical
activity, poor aesthetic attributes, inaccessible physical activity facilities and
equipment, stigmatization, unsafe play facilities and lack of physical activity
programmes. The findings further exposed that the school was insufficiently
equipped for inclusion. Based on the findings, it is recommended that schools should
provide a conducive environment for inclusion of pupils with hearing impairment
in physical activities. The next paper is Faustine Masath’s examination of the
reasons for the increase in primary school teachers’ stress and a decline in teachers’
professional attitude in Tanzania. The findings emanate from 12 randomly selected
public primary schools of Tanzania (N = 173, Mean Age = 38.10 years, SD = 10.0).
Using a hierarchical regression moderation model, a significant association was
found between teachers’ professional attitude and their level of stress (β = -.21, p
< .001), which was moderated by mental health (β = -.12, p < .029). The findings
call for interventions to enhance teachers’ wellbeing including their mental health
in order to improve their organizational and life performance.
In the penultimate paper, Jaquiline Amani employs a survey design to explore subject
preferences, career aspirations, and sources of career information of 287 primary
school pupils. A questionnaire with open-ended and closed-ended questions was
employed to collect data. Findings indicated that out of the ten taught subjects,
pupils ranked Kiswahili as their most preferred subject and English as the least
preferred subject. In terms of career paths, it was revealed that most of the pupils
aspired to become medical doctors, teachers, soldiers, and engineers. These pupils’
career aspirations emerged to be gender-stereotyped, with only a few girls showing
a keen interest in science and engineering fields. Moreover, the pupils identified
their parents as the most trusted source of information on careers. Based on these
findings, career preferences appear to unfold during childhood with a range of
factors such as parents, teachers and the quality of career information received
through socialisation nurturing and shaping these choices. Finally, Awino Zadock
shares findings from a qualitative study on pre-primary teachers’ perspectives on
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school-based instructional supervision practices for improving teaching skills.
The study unveiled that head teachers’ instructional supervision practices were
not effectively done, and they were lacking appropriate supervision skills for preprimary
classes. Conversely, pre-primary teachers wanted supervisors to conduct
pre and post instructional supervision discussion. Besides, there were no formal
arrangements for teachers to learn new teaching strategies. The study suggests that
instructional supervision process should be collaborative and conducted regularly
through strategies such as mentoring, coaching, teaming, clinical supervision and
professional growth plans.
We are optimistic that these articles will initiate further dialogue on various issues
in educational policy and practice both nationally and internationally. Finally, we
are exclusively indebted to Editorial Board members and article reviewers who
constantly render services to our journal pro bono. We congratulate all authors
and welcome our esteemed readers to enjoy the reading.
Eustella P. Bhalalusesa
Chief Editor of Papers in Education and Development
Papers in Education and Development (PED) Volume 40 Number 2 of 2022 ix
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CONTENTS
Students’ Views on Learning Environment for Undergraduate
Mathematics in Selected Higher Learning Institutions in Tanzania
Morwo Likinjiye, Blackson Kanukisya & Joyce Ndabi.................................. 1
Philosophy and Knowledge in the Twenty-first Century:
Redefining the Role of Universities and Schools
Samuel Idowu Meroyi, Odunola Titilayo Olajide &
Ambali Abayomi Alaka.................................................................................... 20
Reflecting on Six Decades of Graduate Educational Leaders’
Preparation in Tanzania: Examining Ideologies, Policies, and
Practices for Future Educational Policy Direction
Aaron Mkanga Manaseh, Moshi Amsi Mislay & Simon Peter Ngalomba...... 31
Teachers’ Inclusive Classroom Practices: The Role of Self-efficacy and
Demographic Variables
Martanus Ochola Omoro & Mwajabu A.K. Possi ......................................... 51
The Relationship between Self-Esteem and Sexual Risk-Taking Behaviours
among Adolescent Students in Tanzania
Daniel Fedrick Marandu & Chris Mungubariki Mauki ................................ 70
Academic Self-Efficacy as a Determinant of the Need for Cognition,
Parental Involvement, and Extraversion among Secondary School
Students in Oyo State, Nigeria
Titilayo Adeoye Ajadi ..................................................................................... 87
Challenges of Inclusion of Primary School Pupils with Hearing Impairment in
Physical Activities in Tanzania
Janeth Danford Mlay, Stephen Mabagala & Joyce Sifa Ndabi...................... 99
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Moderating Effect of Mental Health on the Association between Teachers’
Stress and their Professional Attitude in Tanzania
Faustine Bwire Masath .................................................................................. 117
Career Preparation of Primary School Pupils in Tanzania
Jaquiline Amani ............................................................................................. 135
Instructional Supervision Practices in Tanzanian Public Pre-primary Classes:
Head Teachers and Pre-primary Teachers’ Perspectives
Awino Joseph Zadock ..................................................................................... 152
PED EDITORIAL POLICY AND NOTES FOR CONTRIBUTORS............ 167
Papers