College Managerial Practices for Promoting English Language Teaching and Learning in Tanzania Government Teachers‟ Colleges: A Case of Grade "A" central zone teachers‟ Colleges.

Wenga, Deogratius (2023) College Managerial Practices for Promoting English Language Teaching and Learning in Tanzania Government Teachers‟ Colleges: A Case of Grade "A" central zone teachers‟ Colleges. Masters thesis, The Open University of Tanzania.

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Abstract

This research aimed to assess how college managerial practices impact English language education in Tanzania government teachers' colleges, focusing on Grade ‗A‘ central zone teachers‘ colleges. The study identified four objectives: identifying these management practices, evaluating tutors' perceptions regarding their efficacy, assessing their contribution to language learning, and proposing effective strategies for improvement. Using a qualitative case study approach, data was collected from 20 participants, including principals, English teachers, academic deans, and students, through interviews and focus group discussions. The findings revealed existing initiatives to enhance English language education, such as performance-based rewards, monitoring, English clubs, staff development, and creating supportive learning environments. However, tutors perceived these practices as unsuccessful due to inadequate support, frequent use of Swahili, lack of relevant materials, limited competent language instructors, and low motivation from management. Nonetheless, these practices aided syllabus completion, motivated both teachers and learners, improved classroom supervision, and enhanced teaching techniques. To address these shortcomings, the study proposed measures: providing relevant materials, curriculum adjustments, language exposure programs, hiring qualified tutors, using reinforcement techniques, and initiating inter-college competitions. Ultimately, the research concluded that college principals recognized the need for strategies to improve English education due to poor performance in national examinations. It recommends consistent monitoring of these strategies for more effective implementation, as observed plans often suffered from poor execution. Keywords: Teachers‟ colleges, management practices, promoting teaching, learning, Government Teacher

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