Teaching Effectiveness of Teachers Who Engaged in 2015 Curriculum Design in Selected Public Primary Schools in Geita Region Tanzania
Abstract
This study explored the teaching effectiveness of teachers who were involved in 2015 curriculum design in public primary schools in the Geita Region, Tanzania. The study conceptualized effective teaching as planning and preparation for teaching, actual instruction of learning, management of classroom environment as well as professional responsibilities. Five teachers who engaged in the 2015 curriculum design constituted the cases. Data was collected from these cases, curriculum developers, DCSQAOs, and pupils; using interview guides, lesson observation checklists, focus group discussion guides, and document review checklists. The study findings revealed that teachers’ 2015 curriculum design influences their teaching effectiveness in ways that assume ownership of the curriculum requirements even though they did not directly get involved in the actual designing of this curriculum. It was thus concluded that teachers’ involvement in curriculum design moderately influences their teaching effectiveness because how their involvement influences their teaching effectiveness, simply renders them to assume ownership of the curriculum although these teachers never directly got involved in its actual designing. The study recommends that Primary school teachers should have a positive attitude towards the 2015 curriculum and thus should assume ownership of the curriculum requirements
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