Pub Date : 2022-12-30DOI: 10.46606/eajess2022v03i06.0250
Amaniel Athuman, Emmanuel J. Munishi
This study explored Gender Based violence of male partners by female partners in Dar es Salaam, Tanzania, using the qualitative approach. It employed a prolonged field engagement through in-depth interviews. While Dar es Salaam Region consists five municipalities, this study was conducted in Ilala Municipality owing its strategic location in the city with big populations and large social interactions. Through snowball sampling technique, 25 men were sampled as respondents and thematic analysis was used to analyze the data. The study established that males experienced a variety of gender-based violence including physical, psychological and economic violence. Factors contributing to gender-based violence included lack of awareness and negative perception toward gender-based violence services. Because of the patriarchal nature of the society, men who experience GBV did not report the incidents since they felt being embarrassed and undermined by the community's social structure. Based on conclusions, the study recommends that men should strive to get empowered economically, considering that there has been a positive correlation between men’s economic powerlessness and violence against them by their partners. Affected men should be sensitized on the availability and significance of various institutions dealing with GBV; they should consult the institutions whenever they fall victim to GBV. Finally, there is a need for more male representation in gender desks since gender desks in many police stations currently lack equitable men representation.
{"title":"Exploration of Male Partners’ Gender Based Violence by Female Partners in Dar es Salaam-Tanzania","authors":"Amaniel Athuman, Emmanuel J. Munishi","doi":"10.46606/eajess2022v03i06.0250","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0250","url":null,"abstract":"This study explored Gender Based violence of male partners by female partners in Dar es Salaam, Tanzania, using the qualitative approach. It employed a prolonged field engagement through in-depth interviews. While Dar es Salaam Region consists five municipalities, this study was conducted in Ilala Municipality owing its strategic location in the city with big populations and large social interactions. Through snowball sampling technique, 25 men were sampled as respondents and thematic analysis was used to analyze the data. The study established that males experienced a variety of gender-based violence including physical, psychological and economic violence. Factors contributing to gender-based violence included lack of awareness and negative perception toward gender-based violence services. Because of the patriarchal nature of the society, men who experience GBV did not report the incidents since they felt being embarrassed and undermined by the community's social structure. Based on conclusions, the study recommends that men should strive to get empowered economically, considering that there has been a positive correlation between men’s economic powerlessness and violence against them by their partners. Affected men should be sensitized on the availability and significance of various institutions dealing with GBV; they should consult the institutions whenever they fall victim to GBV. Finally, there is a need for more male representation in gender desks since gender desks in many police stations currently lack equitable men representation.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131679098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.46606/eajess2022v03i06.0248
Christopher Sojo, Sylvester Jotta, Baraka Manjale Ngussa
The main objective of this study was to establish the influence of social networks on students’ choice of a university using the descriptive research design. Simple random sampling method was used to select 138 out of 1553 potential respondents to fill the questionnaire. Data analysis involved descriptive statistics in terms of frequencies and percentages through the Statistical Package for Social Sciences. This study established that majority of students used the social media platform in getting information regarding their current university. Instagram was found to be the mostly preferred social media site to provide information about the university. The study recommends that universities should develop and make use of social media platforms which work better in attracting potential students to join so as to increase the number of students. Top management teams should support the use of identified social media platforms in attracting potential students to join. Finally, universities should identify potential students and ask them to recommend their friends to choose the same university.
{"title":"Influence of Social Networks on Students' Choice of a University: A Case of St Augustine University of Tanzania","authors":"Christopher Sojo, Sylvester Jotta, Baraka Manjale Ngussa","doi":"10.46606/eajess2022v03i06.0248","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0248","url":null,"abstract":"The main objective of this study was to establish the influence of social networks on students’ choice of a university using the descriptive research design. Simple random sampling method was used to select 138 out of 1553 potential respondents to fill the questionnaire. Data analysis involved descriptive statistics in terms of frequencies and percentages through the Statistical Package for Social Sciences. This study established that majority of students used the social media platform in getting information regarding their current university. Instagram was found to be the mostly preferred social media site to provide information about the university. The study recommends that universities should develop and make use of social media platforms which work better in attracting potential students to join so as to increase the number of students. Top management teams should support the use of identified social media platforms in attracting potential students to join. Finally, universities should identify potential students and ask them to recommend their friends to choose the same university.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124587459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.46606/eajess2022v03i06.0247
Mark Paul Diyammi, Evarist Damas Mkude
The study sought to establish the contribution of rural electrification in improving people’s livelihood in Mpanda District, Tanzania using the descriptive design. Convenient sampling technique was used to select 158 heads of households with electricity in five remotely located wards. Data collection instruments included questionnaire, Focus Group Discussion and Interview Schedule. Validity was ensured through accurate construction of research instruments and the use of multiple instruments helped to increase the reliability of the study findings. Data was analyzed through descriptive statistics and the content analysis approach. The study concludes that electrification supported such economic activities as shops and kiosks, groceries, restaurants and hair cutting and beauty salons. Furthermore, it improved domestic activities like lighting, charging phones and listening to radio. It made life easier and more pleasurable by allowing businesses and kiosks to function even during the night hours. Electricity supported children's education by allowing them to study at night. It also expanded knowledge of people through watching television channels and movies. Finally, rural electrification enabled villagers to receive health services closer to their homes and at a lower cost. The study recommended that government authorities should supply electricity in rural areas in order to increase the use of the service for economic and domestic activities which will enhance the economic status of the rural area people.
{"title":"Contribution of Rural Electrification in Improving People’s Livelihood in Tanzania: A Case of Mpanda District, Tanzania","authors":"Mark Paul Diyammi, Evarist Damas Mkude","doi":"10.46606/eajess2022v03i06.0247","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0247","url":null,"abstract":"The study sought to establish the contribution of rural electrification in improving people’s livelihood in Mpanda District, Tanzania using the descriptive design. Convenient sampling technique was used to select 158 heads of households with electricity in five remotely located wards. Data collection instruments included questionnaire, Focus Group Discussion and Interview Schedule. Validity was ensured through accurate construction of research instruments and the use of multiple instruments helped to increase the reliability of the study findings. Data was analyzed through descriptive statistics and the content analysis approach. The study concludes that electrification supported such economic activities as shops and kiosks, groceries, restaurants and hair cutting and beauty salons. Furthermore, it improved domestic activities like lighting, charging phones and listening to radio. It made life easier and more pleasurable by allowing businesses and kiosks to function even during the night hours. Electricity supported children's education by allowing them to study at night. It also expanded knowledge of people through watching television channels and movies. Finally, rural electrification enabled villagers to receive health services closer to their homes and at a lower cost. The study recommended that government authorities should supply electricity in rural areas in order to increase the use of the service for economic and domestic activities which will enhance the economic status of the rural area people.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129634179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.46606/eajess2022v03i06.0246
Sky Lukas Mkuti
Asymmetry Theory views asymmetry in a distinct light from the popular view in International Relations. Drawing from Womack’s (2016) perspective on Asymmetry Theory, international relations are interactions based on relational beads rather than independent transactions. The obvious distinction in global capabilities between a larger and a smaller state does not translate into anarchy as Asymmetry Theory concentrates on the interdependence of states. This study provided an analysis of the US-Kenya bilateral relations within a context of an asymmetric relationship and its counterterror influence in East Africa. It assessed the assumptions and impact of the Asymmetry Theory in the engagements of US-Kenya counterterrorism in East Africa. Secondary and primary data was collected through descriptive statistics in selected incidents of terror indicating Kenya’s vulnerability and resilient success in fighting the scourge of terrorism after 9/11. The study is timely for it unpacks the indispensable impact of the theory and its practical application in US-Kenya strategic approach to counterterrorism. Asymmetry Theory brings a new contribution in the study of counterterrorism, expanding the understanding of counterterror strategies. This study refutes contradictory claims that argue that power asymmetry between states is relative to dominance.
{"title":"Asymmetry Theory and Practical Application in US-Kenya Counterterrorism","authors":"Sky Lukas Mkuti","doi":"10.46606/eajess2022v03i06.0246","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0246","url":null,"abstract":"Asymmetry Theory views asymmetry in a distinct light from the popular view in International Relations. Drawing from Womack’s (2016) perspective on Asymmetry Theory, international relations are interactions based on relational beads rather than independent transactions. The obvious distinction in global capabilities between a larger and a smaller state does not translate into anarchy as Asymmetry Theory concentrates on the interdependence of states. This study provided an analysis of the US-Kenya bilateral relations within a context of an asymmetric relationship and its counterterror influence in East Africa. It assessed the assumptions and impact of the Asymmetry Theory in the engagements of US-Kenya counterterrorism in East Africa. Secondary and primary data was collected through descriptive statistics in selected incidents of terror indicating Kenya’s vulnerability and resilient success in fighting the scourge of terrorism after 9/11. The study is timely for it unpacks the indispensable impact of the theory and its practical application in US-Kenya strategic approach to counterterrorism. Asymmetry Theory brings a new contribution in the study of counterterrorism, expanding the understanding of counterterror strategies. This study refutes contradictory claims that argue that power asymmetry between states is relative to dominance.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122987530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.46606/eajess2022v03i06.0236
Ephraim S. Nnunduma
This study sought to establish level of accountability of education actors in relation to current status of education delivery and its resultant academic performance of secondary schools in Tandahimba and Mtwara Districts, Tanzania. The study was underpinned by Principal-Agency Theory and Public Choice Theory and it employed the cross-sectional explanatory design through questionnaire as source of data from 229 respondents who were sampled from the population of 563 education administrators. Furthermore, seven district level officers were purposively selected for in-depth interview while 10 teachers and 10 parents were conveniently selected to participate in the focus group discussion. Quantitative data was analysed using descriptive statistics whilst qualitative data was analysed using content analysis. The quantitative findings indicate that education actors were accountable in their roles. However, the qualitative findings revealed that heads of schools and school management teams were not accountable for involvement of parents in school management; some heads of schools were burdens to schools since they did not have managerial skills, experience and knowledge. The findings are in line with the theoretical thinking of public choice theory, which proposes that lower accountability of education actors compromises delivery of quality education in secondary schools. Based on the findings, this study recommends that the local government should enhance the accountability of head of schools and school management teams by involving community and parents in the management of schools. Moreover, heads of schools have to be trained after being appointed so as to impart them with managerial knowledge and skills so as to regulate their performance and eventually their accountability.
{"title":"Accountability of Education and Secondary School Performance in Tandahimba and Mtwara Districts, Tanzania","authors":"Ephraim S. Nnunduma","doi":"10.46606/eajess2022v03i06.0236","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0236","url":null,"abstract":"This study sought to establish level of accountability of education actors in relation to current status of education delivery and its resultant academic performance of secondary schools in Tandahimba and Mtwara Districts, Tanzania. The study was underpinned by Principal-Agency Theory and Public Choice Theory and it employed the cross-sectional explanatory design through questionnaire as source of data from 229 respondents who were sampled from the population of 563 education administrators. Furthermore, seven district level officers were purposively selected for in-depth interview while 10 teachers and 10 parents were conveniently selected to participate in the focus group discussion. Quantitative data was analysed using descriptive statistics whilst qualitative data was analysed using content analysis. The quantitative findings indicate that education actors were accountable in their roles. However, the qualitative findings revealed that heads of schools and school management teams were not accountable for involvement of parents in school management; some heads of schools were burdens to schools since they did not have managerial skills, experience and knowledge. The findings are in line with the theoretical thinking of public choice theory, which proposes that lower accountability of education actors compromises delivery of quality education in secondary schools. Based on the findings, this study recommends that the local government should enhance the accountability of head of schools and school management teams by involving community and parents in the management of schools. Moreover, heads of schools have to be trained after being appointed so as to impart them with managerial knowledge and skills so as to regulate their performance and eventually their accountability.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127909570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.46606/eajess2022v03i06.0231
Nelly Sakyi–Hagan, R. Hanson
While pre-service science teachers are an important group of stakeholders in a nation’s pursuit of scientific literacy, scientific development and technological advancement in this modern era, this study sought to determine any gender differences in performance in Integrated Science among third year pre-service senior high school science teachers at the University of Education, Winneba, Ghana using the descriptive research design. The study used the sample of 168 students in five courses taken by the students at that level. The study employed the SPSS version 22.0 software to conduct an independent samples t-test so as to determine differences in performance between male and female students. Evidence from this study proves no gender gap in integrated science achievement among pre-service secondary school science teachers of the Department of Integrated Science Education of the University of Education, Winneba. The study recommends the need to conscientize females on the need to put up more positive attitudes towards the study of science and related courses, especially the physical sciences.
{"title":"Gender differences in Performance in Integrated Science among Pre-Service Science Teachers: A Case of a University in Ghana","authors":"Nelly Sakyi–Hagan, R. Hanson","doi":"10.46606/eajess2022v03i06.0231","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0231","url":null,"abstract":"While pre-service science teachers are an important group of stakeholders in a nation’s pursuit of scientific literacy, scientific development and technological advancement in this modern era, this study sought to determine any gender differences in performance in Integrated Science among third year pre-service senior high school science teachers at the University of Education, Winneba, Ghana using the descriptive research design. The study used the sample of 168 students in five courses taken by the students at that level. The study employed the SPSS version 22.0 software to conduct an independent samples t-test so as to determine differences in performance between male and female students. Evidence from this study proves no gender gap in integrated science achievement among pre-service secondary school science teachers of the Department of Integrated Science Education of the University of Education, Winneba. The study recommends the need to conscientize females on the need to put up more positive attitudes towards the study of science and related courses, especially the physical sciences.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132241426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.46606/eajess2022v03i06.0234
Msei Ramadhani Nyagani, Nasibu Musa
The purpose of this study was to look at headline writers’ intentions from Tanzanian Nipashe newspapers and classify them in accordance with illocutionary speech acts Taxonomy by Searle (1979). The study employed a qualitative research approach and a descriptive research design. The study involved the population of 1095 front-page newspaper headlines. A sample of 130 headlines was chosen and each headline was classified according to the taxonomy of illocutionary Speech Act. Out of the five categories of speech acts developed by J.R. Searle (1979), which served as the theoretical foundation for the study, four speech acts were found to be executed in the sampled newspaper headlines, with the representative speech act type predominating. Claiming, urging, remembering, reporting, recommending, assuring, bragging, concluding and deducing were some of the assertives' or representatives' illocutionary acts that appeared in the headlines. Directive headlines surveyed were used by copy editors to request, order, command, question and suggest that readers of the newspapers do something. Some headlines included commissive speech acts, which copy editors used to commit themselves to future actions. The headlines with expressive illocutionary acts were used by the editors to thank, pardon, apologize, blame, deplore, congratulate, regret and praise. There was no declarative speech act performed in the Nipashe newspaper headlines. The study recommends that the newspaper writers continue executing assertive speech acts in their headlines if they wish to tell the truth, use commissive speech acts if they want to make commitments about future events, use directive speech acts if they want readers to do something, use expressive speech acts to draw the attention of their readers and express their emotions and feelings and use declarative speech acts if they want to change the world and the attitudes of their readers at large.
{"title":"Illocutionary Speech Act Analysis in Nipashe Newspapers’ Headlines","authors":"Msei Ramadhani Nyagani, Nasibu Musa","doi":"10.46606/eajess2022v03i06.0234","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0234","url":null,"abstract":"The purpose of this study was to look at headline writers’ intentions from Tanzanian Nipashe newspapers and classify them in accordance with illocutionary speech acts Taxonomy by Searle (1979). The study employed a qualitative research approach and a descriptive research design. The study involved the population of 1095 front-page newspaper headlines. A sample of 130 headlines was chosen and each headline was classified according to the taxonomy of illocutionary Speech Act. Out of the five categories of speech acts developed by J.R. Searle (1979), which served as the theoretical foundation for the study, four speech acts were found to be executed in the sampled newspaper headlines, with the representative speech act type predominating. Claiming, urging, remembering, reporting, recommending, assuring, bragging, concluding and deducing were some of the assertives' or representatives' illocutionary acts that appeared in the headlines. Directive headlines surveyed were used by copy editors to request, order, command, question and suggest that readers of the newspapers do something. Some headlines included commissive speech acts, which copy editors used to commit themselves to future actions. The headlines with expressive illocutionary acts were used by the editors to thank, pardon, apologize, blame, deplore, congratulate, regret and praise. There was no declarative speech act performed in the Nipashe newspaper headlines. The study recommends that the newspaper writers continue executing assertive speech acts in their headlines if they wish to tell the truth, use commissive speech acts if they want to make commitments about future events, use directive speech acts if they want readers to do something, use expressive speech acts to draw the attention of their readers and express their emotions and feelings and use declarative speech acts if they want to change the world and the attitudes of their readers at large.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117189156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.46606/eajess2022v03i06.0233
Kelechi Julius Achike, Ayomiku Samuel Olaniyan, Yemisi Tiwalade Atofarati
The purpose of this paper was to reveal the linguistic situations in Nigeria and Ghana by examining language policies in both countries so as to establish how plurilingualism is accommodated and implemented. Plurilingualism has been identified as a leeway for attaining linguistic democracy which offers inclusive opportunities. In this dimension, language in education policy is very sacrosanct as it gives a blueprint for language use in mostly educational settings. A design adopted for this paper is qualitative study approach in a case study form. Data was retrieved from Google scholar database and time filter was applied to select articles between 2015 to 2022 in addition to other inclusion criteria. Articles were analyzed in line with the theme that guided the study. Findings show that both countries have not adequately integrated the concept of plurilingualism in their language policies. Lack of proper implementation of language policies has largely marred the multilingual reality in those countries, thereby allowing English language to exert an excessive influence. However, Ghana was found to fare better in terms of implementation. It is therefore recommended that both countries should review their language policies and accommodate plurilingualism by creating room for both majority and minority languages to thrive through translanguaging in educational settings.
{"title":"Language Policies in Nigeria and Ghana: A Plurilingual Perspective","authors":"Kelechi Julius Achike, Ayomiku Samuel Olaniyan, Yemisi Tiwalade Atofarati","doi":"10.46606/eajess2022v03i06.0233","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0233","url":null,"abstract":"The purpose of this paper was to reveal the linguistic situations in Nigeria and Ghana by examining language policies in both countries so as to establish how plurilingualism is accommodated and implemented. Plurilingualism has been identified as a leeway for attaining linguistic democracy which offers inclusive opportunities. In this dimension, language in education policy is very sacrosanct as it gives a blueprint for language use in mostly educational settings. A design adopted for this paper is qualitative study approach in a case study form. Data was retrieved from Google scholar database and time filter was applied to select articles between 2015 to 2022 in addition to other inclusion criteria. Articles were analyzed in line with the theme that guided the study. Findings show that both countries have not adequately integrated the concept of plurilingualism in their language policies. Lack of proper implementation of language policies has largely marred the multilingual reality in those countries, thereby allowing English language to exert an excessive influence. However, Ghana was found to fare better in terms of implementation. It is therefore recommended that both countries should review their language policies and accommodate plurilingualism by creating room for both majority and minority languages to thrive through translanguaging in educational settings.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"281 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122940107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.46606/eajess2022v03i06.0232
Kristofa Z. Nyoni
The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was selected in the following distribution: 30 primary school teachers and 6 head teachers. Thirty (30) primary school teachers were selected through simple random sampling while three (6) heads of schools were purposely selected. The study employed semi-structured interview and focus group discussion (FGD) as instruments to obtain data which was analyzed thematically. The study established that while school heads had positive attitude toward inclusive education, teachers had a limited understanding of what inclusive education actually is as they considered it as simply combining disabled learners in the mainstream classes. Teachers had negative attitude toward inclusive education as they believe that having a mixture of students with behavioral challenges and learning disabilities makes the class not easily manageable. Based on the conclusions, it is recommended that the government should conduct capacity building seminars and workshops in which teachers can gain knowledge and appropriate skills on how to have challenged learners included in the mainstream classrooms. Finally, administration of schools need to ensure availability of appropriate teaching and learning resources for inclusive classrooms so that learners of various kinds may be met at the points of their needs during the teaching and learning sessions in the mainstream classrooms.
{"title":"Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District","authors":"Kristofa Z. Nyoni","doi":"10.46606/eajess2022v03i06.0232","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0232","url":null,"abstract":"The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was selected in the following distribution: 30 primary school teachers and 6 head teachers. Thirty (30) primary school teachers were selected through simple random sampling while three (6) heads of schools were purposely selected. The study employed semi-structured interview and focus group discussion (FGD) as instruments to obtain data which was analyzed thematically. The study established that while school heads had positive attitude toward inclusive education, teachers had a limited understanding of what inclusive education actually is as they considered it as simply combining disabled learners in the mainstream classes. Teachers had negative attitude toward inclusive education as they believe that having a mixture of students with behavioral challenges and learning disabilities makes the class not easily manageable. Based on the conclusions, it is recommended that the government should conduct capacity building seminars and workshops in which teachers can gain knowledge and appropriate skills on how to have challenged learners included in the mainstream classrooms. Finally, administration of schools need to ensure availability of appropriate teaching and learning resources for inclusive classrooms so that learners of various kinds may be met at the points of their needs during the teaching and learning sessions in the mainstream classrooms.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116761930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.46606/eajess2022v03i06.0235
Olugbenga Adetokunbo Efuntade
The study sought to establish determinants of religious tolerance in Ede Community, Osun State, Nigeria using the descriptive survey design. The study population was 159, 866 people of Ede community based on the available latest census (Osun State, 2022) whereas a sample size of 420 was used for this study based on the Fisher’s formula. Data was collected through a questionnaire. Simple percentage analysis was used for analysis and chi-Square test was used for the bivariate analysis of the study. Each respondent was informed about the study before his or her written consent was obtained. Furthermore, respondents were told that they could decline their participation at any point in time in the course of data collection. However; they were encouraged to respond to all the items as they would only be used for research purposes. The study established a relatively high level of religious tolerance in Ede in spite of the religious diversity of its population. Ede people were generally open to learning about other religions apart from their own. They appreciated the socioeconomic values added by various religions in the community which made it possible to tolerate religious otherness. The study recommends periodic inter-religious dialogues and programs in Ede. Government and non-governmental agencies should be intentional about promotion of religious tolerance through formal educational institutions and media. Information about different religions and what they stand for should be disseminated to public so that people will be more informed about other religions in order that they may not engage in acts of religious intolerance out of misinformation about other religions.
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