Graduate and Non- graduate Teachers Classroom Performance in English Subject in Tanzania Secondary Schools

Awadhi, Adhama (2013) Graduate and Non- graduate Teachers Classroom Performance in English Subject in Tanzania Secondary Schools. Masters thesis, The Open University of Tanzania.

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Abstract

There is a great concern about classroom performance of teachers, especially on the differences between graduate and non- graduate teachers in the teaching of English lesson in Tanzania secondary schools. The objective of this study was to compare the classroom performance of graduate and no-graduate teachers when teaching English language in secondary schools, at ordinary level. It was hypothesized that there is a difference in classroom performance between graduate and non-graduate teachers. The study employed both interviews and classroom observations for six graduate and six non-graduate teachers in ordinary level, in three purposefully selected secondary schools. The schools were purposefully selected in a sense that they are old schools, which have all teaching and learning facilities and conducive environment for learning. The schools are also co-education and they are owned by government. The findings suggested that, teachers with diploma qualification performed much better than graduates in the classroom, especially in preparation for teaching, provision of teaching and learning activities, and systematic teaching. Above all, the findings revealed the existence of a great problem to graduate and non- graduate teachers in stating lesson objectives and organizing groups for discussions. However, the overall findings indicated that teachers with diploma qualification performed better than graduates, despite some common weaknesses, such as poor organization and poor uses of teaching and learning Aids, found in both categories. It is the recommendations of this study that the Ministry of Education and Vocational Training should conduct seminars, workshops and short courses to the teachers to equip them with necessary skills and update them to the current issues arising in teaching and learning process.

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