在坦桑尼亚阿鲁沙地区公立小学教师供应和专业发展中实施学校测绘和微观规划以满足需求

:. G. A. Maige, C. Muteti
{"title":"在坦桑尼亚阿鲁沙地区公立小学教师供应和专业发展中实施学校测绘和微观规划以满足需求","authors":":. G. A. Maige, C. Muteti","doi":"10.37745/ijeld.2013/vol10n96685","DOIUrl":null,"url":null,"abstract":"This seminar paper is guided by convergent design under a mixed-method approach to explore the implementation of school mapping and micro planning in the supply of teachers and professional development to meet demand in public primary schools in Arusha region, Tanzania. The study was guided by Open systems theory as postulated by Katz and Khan (1966). The target populations were 395,003. Both probability and non-probability sampling techniques were used while questionnaire, observation, Document schedule were used to gather quantitative information from pupils, teachers, Ward Education Officer, school Committee Members and interviews were used to collect Qualitative data from District Education Officer, District planning officer and District Executive Director. Quantitative Data were analyzed by descriptive statistics and qualitative by coding and creating themes and final data was merged to ensure comparison of the findings. The reliability of the instruments was tested by using the Cronbach Alpha; while conformability of qualitative data was ensured by adherence to data collection procedures and ethics. The study found shortage of teachers supply and undeveloped teachers in primary schools. From that school mapping and micro-planning were not active to ensure the supply of teachers and professional development to meet the demand in public primary schools in Arusha region. The study recommended that the Ministry of Education, Science and Technology (MoEST) Collaborate with the President Office Regional Administrative and Local government (PO-RALG) through Departments of planning should maintain school mapping and micro-planning through training and implement at district level for teachers supply and professional development to meet the demand in public primary schools. Local government and education stakeholders should mobilize and allocate reallocation funds for teachers’ recruitment at their locality and support teachers professional development in primary schools.","PeriodicalId":189190,"journal":{"name":"international journal of Education, Learning and Development","volume":"8 2 Suppl 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Implementation of School Mapping and Micro Planning in The Supply of Teachers and Their Professional Development to Meet Demand in Public Primary Schools in Arusha Region, Tanzania\",\"authors\":\":. G. A. Maige, C. Muteti\",\"doi\":\"10.37745/ijeld.2013/vol10n96685\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This seminar paper is guided by convergent design under a mixed-method approach to explore the implementation of school mapping and micro planning in the supply of teachers and professional development to meet demand in public primary schools in Arusha region, Tanzania. The study was guided by Open systems theory as postulated by Katz and Khan (1966). The target populations were 395,003. Both probability and non-probability sampling techniques were used while questionnaire, observation, Document schedule were used to gather quantitative information from pupils, teachers, Ward Education Officer, school Committee Members and interviews were used to collect Qualitative data from District Education Officer, District planning officer and District Executive Director. Quantitative Data were analyzed by descriptive statistics and qualitative by coding and creating themes and final data was merged to ensure comparison of the findings. The reliability of the instruments was tested by using the Cronbach Alpha; while conformability of qualitative data was ensured by adherence to data collection procedures and ethics. The study found shortage of teachers supply and undeveloped teachers in primary schools. From that school mapping and micro-planning were not active to ensure the supply of teachers and professional development to meet the demand in public primary schools in Arusha region. The study recommended that the Ministry of Education, Science and Technology (MoEST) Collaborate with the President Office Regional Administrative and Local government (PO-RALG) through Departments of planning should maintain school mapping and micro-planning through training and implement at district level for teachers supply and professional development to meet the demand in public primary schools. Local government and education stakeholders should mobilize and allocate reallocation funds for teachers’ recruitment at their locality and support teachers professional development in primary schools.\",\"PeriodicalId\":189190,\"journal\":{\"name\":\"international journal of Education, Learning and Development\",\"volume\":\"8 2 Suppl 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-08-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"international journal of Education, Learning and Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.37745/ijeld.2013/vol10n96685\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"international journal of Education, Learning and Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37745/ijeld.2013/vol10n96685","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

本研讨会论文以混合方法下的趋同设计为指导,探索在坦桑尼亚阿鲁沙地区公立小学教师供应和专业发展方面实施学校测绘和微观规划,以满足需求。该研究以Katz和Khan(1966)提出的开放系统理论为指导。目标人群为395,003人。本研究采用概率及非概率抽样方法,透过问卷调查、观察、文件安排等方法,向学生、教师、区教育主任、学校委员会委员收集定量资料,并透过访谈,向地区教育主任、地区规划主任及地区行政主任收集质性资料。定量数据通过描述性统计进行分析,定性数据通过编码和创建主题进行分析,并合并最终数据以确保结果的比较。采用Cronbach Alpha检验仪器的可靠性;而通过遵守数据收集程序和道德规范来确保定性数据的一致性。研究发现,我国小学师资短缺,师资水平不高。因此,学校绘图和微观规划工作没有积极进行,无法确保教师的供应和专业发展,以满足阿鲁沙地区公立小学的需求。该研究建议教育、科学和技术部(MoEST)通过规划部门与总统办公室区域行政和地方政府(PO-RALG)合作,通过培训和在地区一级实施教师供应和专业发展来维持学校地图和微观规划,以满足公立小学的需求。地方政府和教育利益相关者应动员和分配重新分配资金,用于在当地招聘教师,并支持小学教师的专业发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementation of School Mapping and Micro Planning in The Supply of Teachers and Their Professional Development to Meet Demand in Public Primary Schools in Arusha Region, Tanzania
This seminar paper is guided by convergent design under a mixed-method approach to explore the implementation of school mapping and micro planning in the supply of teachers and professional development to meet demand in public primary schools in Arusha region, Tanzania. The study was guided by Open systems theory as postulated by Katz and Khan (1966). The target populations were 395,003. Both probability and non-probability sampling techniques were used while questionnaire, observation, Document schedule were used to gather quantitative information from pupils, teachers, Ward Education Officer, school Committee Members and interviews were used to collect Qualitative data from District Education Officer, District planning officer and District Executive Director. Quantitative Data were analyzed by descriptive statistics and qualitative by coding and creating themes and final data was merged to ensure comparison of the findings. The reliability of the instruments was tested by using the Cronbach Alpha; while conformability of qualitative data was ensured by adherence to data collection procedures and ethics. The study found shortage of teachers supply and undeveloped teachers in primary schools. From that school mapping and micro-planning were not active to ensure the supply of teachers and professional development to meet the demand in public primary schools in Arusha region. The study recommended that the Ministry of Education, Science and Technology (MoEST) Collaborate with the President Office Regional Administrative and Local government (PO-RALG) through Departments of planning should maintain school mapping and micro-planning through training and implement at district level for teachers supply and professional development to meet the demand in public primary schools. Local government and education stakeholders should mobilize and allocate reallocation funds for teachers’ recruitment at their locality and support teachers professional development in primary schools.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信