the impacts of teachers' workload allocation on teaching and learning effectiveness of science

116 Pages·2017·0.98 MB·English

THE IMPACTS OF TEACHERS’ WORKLOAD ALLOCATION ON
TEACHING AND LEARNING EFFECTIVENESS OF SCIENCE
SUBJECTS IN SECONDARY SCHOOLS:
THE CASE OF HANANG DISTRICT, TANZANIA
THE IMPACTS OF TEACHERS’ WORKLOAD ALLOCATION ON
TEACHING AND LEARNING EFFECTIVENESS OF SCIENCE
SUBJECTS IN SECONDARY SCHOOLS:
THE CASE OF HANANG DISTRICT, TANZANIA

By
DENIS OCRAN CHIRIMI

A Dissertation Submitted in Partial Fulfillment of the Requirements for Award of
the Master Degree of Education at Mzumbe University.
2016
CERTIFICATION
We, undersigned, certify that we have read and hereby recommend for acceptance by
the Mzumbe University, a dissertation titled: the impacts of teachers’ workload
allocation on teaching and learning effectiveness of science subjects in secondary
schools: The Case of Hanang District council: In partial fulfillment of the
requirement for award of the master of arts in education at Mzumbe University.

________________________
Supervisor‟s signature

__________________________
Internal Examiner

__________________________
External Examiner

Accepted for the Board of MAED
______________________________
DEAN, MAED
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DECLARATION AND COPYRIGHT
I, Denis Ocran Chirimi, hereby declare that this dissertation is my own original work
and that it has not been presented and will not be presented to Mzumbe University or
any other university for a similar or any other degree award.

Signature _________________________

Date____________________________

©2016
This dissertation is a copyright material protected under Berne Convention, the
Copyright Act 1999 and other international and national enactments, in behalf, on
intellectual property. It may not be reproduced by any means in full or in part, except
for short extracts in fair dealings, for research or private study, critical scholarly
review or disclosure with an acknowledgement, without the written permission by
Mzumbe University, on behalf of the author.
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ACKNOWLEDGEMENT
The making of this study has been a long procedural process, and many individuals
have contributed to this dissertation morally and materially. It is hard to list all the
staff and the teachers at Hanang District Council and selected secondary schools,
respectively; Colleagues and Members of Family who in one way or another
influenced this work. I would like to express gratitude to the Almighty God for
guidance and protection during the entire period of the study.
It is my great honor and appreciations to all those who in one way or another
contributed either moral or materially in making sure that this work is accomplished
as it has been scheduled.
My sincere gratitude also goes to my major supervisor, Mr. Jacob Salasu of Mzumbe
University for his supervision, encouragement, constructive criticism and intellectual
patience, guidance and long hours wait from proposal write-up to the final production
of this research report.
A word of thanks also goes to my mother Magdalena Chirimi, my brother Carol
Ocran, my sisters Irrena and Issabela Ocran, for their love, support, patience,
encouragement, understanding, and tolerance during my entire period of the proposal
and research writing.
Furthermore, more thanks goes to Godfrey Kwai, Consolatha Mbogoro, Sebastian
Bekko Lucy Kilewo and Elius Iyo for the love, support, patience, encouragement,
understanding, and tolerance during my entire period of the course. Also my sincere
appreciations should go to my respondents for their valuable contributions which
made this research to be accomplished.

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DEDICATION
This dissertation is honestly dedicated to my beloved mother Magdalena Chirimi and
father Ocran Chirimi the late.

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LIST OF ABBREVIATIONS
ACER - Australian Council for Educational Research
AEE - Alliance for Excellent Education
BEST - Basic Education Statistics in Tanzania
DSEO - District Secondary Educational Officer
E.K - Elimu ya Kujitegemea
MoEVT - Ministry of Education and Vocational Training
NECTA - National Examination Council of Tanzania
P LA - Participatory Learning Approach
PNTTD - Pan-Northern Teachers‟ Time Diary
PTR - Pupil Teachers‟ Ratio
SEDP II - Secondary School Development Programme two
TPR - Teachers Pupil Ratio

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ABSTRACT
The research aimed to examine the impacts teachers‟ workload allocation on teaching
and learning effectiveness of science subjects in secondary schools.
The research was a case study design covering Hanang District Council. A sample
size of 101 respondents was obtained by using both simple random and purposive
sampling techniques of which both primary and secondary data were collected by
using interview, observation, focus group discussion and documentary review and
analyzed qualitatively using content analysis. The data were collected from teachers,
students, academic teachers head teachers and DSEO from selected secondary schools
of Endasak, Gitting, Chief Gidobat and Endagaw.
The report has shown the increase crisis in teachers‟ workload allocation to science
teachers and has been identified as consequences to the poor academic results among
students in secondary schools in Tanzania. The report have shown all respondent
heads of school, academic teachers, science teachers DSEO and students have agreed
to the contributing effects of teachers workload on teaching and learning
effectiveness. Among prevailing causative factors of teachers workload is shortage of
science teachers to visited school where the number of science teachers was very few
compared to arts teachers. Also the observed issues were shortage of teaching and
learning materials including lack of laboratory with equipments to make practices.
But also the other observed case was inability for the academic teachers to distribute
working load among science subjects‟ teachers due to few number of science
teachers which led to some of science subjects like mathematics and physics being
left without having allocated to any teacher. This has resulted to students fail to
complete syllabus, poor performances, lack of preparations among teachers, poor
concentration in marking class tasks and assignment and fail to implement students
centered approach methods of teaching. These among many were explained in this
report. The results revealed that, presence of heavy workload has lead to lack of
motivation to both teachers and student.
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TABLE OF CONTENTS
CERTIFICATION ........................................................................................................ i
DECLARATION AND COPYRIGHT........................................................................ ii
ACKNOWLEDGEMENT .......................................................................................... iii
DEDICATION ............................................................................................................ iv
LIST OF ABBREVIATIONS ...................................................................................... v
ABSTRACT ................................................................................................................ vi
LIST OF TABLES ...................................................................................................... xi
LIST OF FIGURES ................................................................................................... xii
CHAPTER ONE ........................................................................................................ 1
PROBLEM SETTING............................................................................................... 1
1.1 Introduction ............................................................................................................ 1
1.2 Background of the study ................................................................................... 1
1.3 Statement of the problem .................................................................................. 2
1.4 Research objectives ........................................................................................... 4
1.4.1 Specific objectives .............................................................................................. 4
1.4.2 Research questions .............................................................................................. 5
1.5 Significance of the study ........................................................................................ 5
1.6 Delimitation of the study ....................................................................................... 6
1.7 Chapter summary ................................................................................................... 7
1.8 Organization of the study ....................................................................................... 7
CHAPTER TWO ....................................................................................................... 9
LITERATURE REVIEW ......................................................................................... 9
2.1 Introduction ............................................................................................................ 9
2.2 Theoretical literature review .................................................................................. 9
2.2.1 Definition of terms .............................................................................................. 9
2.2.1.1 Workload.......................................................................................................... 9
2.2.1.2 Effective teaching .......................................................................................... 10
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2.2.1.3 Workload allocation ....................................................................................... 11
2.2.1.4 Workload and Teaching effectiveness ........................................................... 12
2.2.2 Situation of students in Tanzania ...................................................................... 12
2.2.3 Situation of secondary education in Tanzania .................................................. 13
2.2.4 Importance of science subject ........................................................................... 13
2.3 Theories of teaching ............................................................................................. 14
2.3.1 Multiple resource theory ................................................................................... 14
2.3.2 Humanistic theories .......................................................................................... 15
2.3.3 Social cultural theory ........................................................................................ 16
2.4 Empirical literature review .................................................................................. 17
2.5 Knowledge gap found from literature .................................................................. 20
2.6 Conceptual framework ......................................................................................... 21
2.6.1 Introduction ....................................................................................................... 21
2.6.2 Conceptual framework ...................................................................................... 23
2.6.3 Levels of teachers‟ workload allocation ........................................................... 24
2.7.4 Factors influencing teachers‟ workload allocation ........................................... 24
2.6.5 How teachers‟ workload allocation affects teaching and learning ................... 25
2.6.6 How teachers‟ workload allocation affects students performance ................... 25
2.7 Chapter summary ................................................................................................. 25
CHAPTER THREE ................................................................................................. 26
RESEARCH METHODOLOGY ........................................................................... 26
3.1 Introduction .......................................................................................................... 26
3.2. Research design .................................................................................................. 26
3.3 Research approach ............................................................................................... 27
3.4 Study area............................................................................................................. 27
3.5 Targeted population ............................................................................................. 27
3.6 Sample size and sampling procedures ................................................................. 27
3.6.1 Sample size ....................................................................................................... 28
3.6.2 Sampling techniques ......................................................................................... 28
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