: This study explored the level of influence of school board roles and instructional resource availability on teachers’ performance in secondary schools in the Busia District. Employing a cross-sectional survey, 265 teachers were randomly selected, while six head teachers and six BOGs were purposefully selected as study participants. A self-administered questionnaire, an interview guide, and an observation checklist were used as data collection instruments. Quantitative data was analyzed using descriptive statistics (frequency, percentage, mean, standard deviation), correlational analysis (Pearson product-moment correlation coefficient), and inferential statistics (linear regression analysis). Qualitative data were thematically analyzed and presented using an interpretative phenomenological approach. The results indicated that there was a moderate level of BOG performance in their roles (mean = 3.3019, SD = 1.36771), teacher performance was high (M = 68.82, SD = 1.99), and a considerable influence of BOG roles (β = 0.930, t = 14.368, p < .05) and instructional resource availability (β = 0.930, t = 14.368, p < .05) on teacher performance. The study also found that most of the private schools didn’t have functional BOGs and mainly relied on the Board of Directors, who made all decisions regarding school management. We argue that the commitment and performance of school managers accelerate the achievement of the institution’s vision, mission, goals, and values. Among other strategies, we recommend that school BOGs effectively play their roles in mobilizing, motivating, and focusing teachers to achieve the set goals.
{"title":"The Influence of School Board of Governors’ Roles and Instructional Resource Availability on Teachers' Performance in Secondary Schools in Busia District, Uganda","authors":"Joseph Wandera, C. Eryenyu, Dennis Zami Atibuni","doi":"10.59765/45ryte56","DOIUrl":"https://doi.org/10.59765/45ryte56","url":null,"abstract":": This study explored the level of influence of school board roles and instructional resource availability on teachers’ performance in secondary schools in the Busia District. Employing a cross-sectional survey, 265 teachers were randomly selected, while six head teachers and six BOGs were purposefully selected as study participants. A self-administered questionnaire, an interview guide, and an observation checklist were used as data collection instruments. Quantitative data was analyzed using descriptive statistics (frequency, percentage, mean, standard deviation), correlational analysis (Pearson product-moment correlation coefficient), and inferential statistics (linear regression analysis). Qualitative data were thematically analyzed and presented using an interpretative phenomenological approach. The results indicated that there was a moderate level of BOG performance in their roles (mean = 3.3019, SD = 1.36771), teacher performance was high (M = 68.82, SD = 1.99), and a considerable influence of BOG roles (β = 0.930, t = 14.368, p < .05) and instructional resource availability (β = 0.930, t = 14.368, p < .05) on teacher performance. The study also found that most of the private schools didn’t have functional BOGs and mainly relied on the Board of Directors, who made all decisions regarding school management. We argue that the commitment and performance of school managers accelerate the achievement of the institution’s vision, mission, goals, and values. Among other strategies, we recommend that school BOGs effectively play their roles in mobilizing, motivating, and focusing teachers to achieve the set goals.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381864","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}
Globally, COVID-19 outbreak had a significant impact on the social-economic implications of parents' income and students' learning. Many school employees lost jobs and students dropped out of school in Uganda as a result of the varied social and economic effects of COVID19. A descriptive design was used to determine the effects of Social- Economic Implications of COVID-19 Pandemic on Parents' income and Pupils learning in Iganga. In-depth interviews were conducted with some selected respondents in 9 sampled primary schools in Iganga District. With the help of teachers, a random sample of 18 pupils was taken from the sampled schools and interviewed. Subsequently with the assistance of local leaders, parents were interviewed in their communities. Content analysis was used to obtain related data to the effects of social economic implications of covid19 pandemic on parent’s income and pupil’s learning. Government and civil society organization reports were among the materials examined. The findings revealed that there was changing economic situation as a result of COVID19 that affected pupils' access to different learning opportunities such as inadequate resources and knowledge about the use of digital technologies. Some of the socioeconomic challenges that affected pupils' learning and parents' income were inadequate time given to pupils learning and inadequate professional trained teachers to handle online teaching and learning. It is recommended that the government should provide more funding as well as clear, detailed, and consistent guidance to help head teachers and teachers to manage the gaps created by COVID19 on pupils' learning in Primary schools.
{"title":"The Social- Economic Implications of COVID-19 Pandemic on Parents’ Income and Pupils Learning in Iganga District, Uganda","authors":"Samson Basome, Petronila Ndungwa Mwangi","doi":"10.59765/bcar5293nvy","DOIUrl":"https://doi.org/10.59765/bcar5293nvy","url":null,"abstract":"Globally, COVID-19 outbreak had a significant impact on the social-economic implications of parents' income and students' learning. Many school employees lost jobs and students dropped out of school in Uganda as a result of the varied social and economic effects of COVID19. A descriptive design was used to determine the effects of Social- Economic Implications of COVID-19 Pandemic on Parents' income and Pupils learning in Iganga. In-depth interviews were conducted with some selected respondents in 9 sampled primary schools in Iganga District. With the help of teachers, a random sample of 18 pupils was taken from the sampled schools and interviewed. Subsequently with the assistance of local leaders, parents were interviewed in their communities. Content analysis was used to obtain related data to the effects of social economic implications of covid19 pandemic on parent’s income and pupil’s learning. Government and civil society organization reports were among the materials examined. The findings revealed that there was changing economic situation as a result of COVID19 that affected pupils' access to different learning opportunities such as inadequate resources and knowledge about the use of digital technologies. Some of the socioeconomic challenges that affected pupils' learning and parents' income were inadequate time given to pupils learning and inadequate professional trained teachers to handle online teaching and learning. It is recommended that the government should provide more funding as well as clear, detailed, and consistent guidance to help head teachers and teachers to manage the gaps created by COVID19 on pupils' learning in Primary schools.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"14 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236290","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}
The study sought to establish the role of childcare programs and family involvement in enhancing child development in pre-primary schools in Nakalama and Bumalamagi sub-counties of Iganga District, Uganda. The study was guided by the following objectives: How do childcare programs and family involvement support child development, the challenges hindering the role of childcare programs and family involvement in promoting child development in pre-primary schools, the strategies that can be used to overcome the challenges facing childcare programs in promoting child development and how can family involvement be enhanced in promoting child development in pre-primary schools in Iganga District. The study used descriptive survey design that included both quantitative and qualitative methods. Purposive and random sampling techniques were used to sample the 77 key respondents drawn from the district, sub-counties, and institutions. Specifically reviewed literature, observation, focus group discussion, and interviews were used during data collection. The findings revealed that childcare programs and family involvement help children develop physically, socially, intellectually, and spiritually. Some of the challenges hindering the role of childcare programs and family involvement in promoting child development were; Shortage of trained and qualified teachers in pre-primary schools and Lack of public awareness in enhancing child development. It is recommended that the government refocus its strategy on addressing the country's education crisis and confronting issues at the grassroots level and intensifying the training of Caregivers for Early Child Development programs including embarking on implementing ECD programs in all government aided primary schools.
{"title":"The Role of Childcare Programs and Family Involvement in Enhancing Child Development in Pre-primary Schools in Iganga District, Uganda","authors":"Samson Basome, Petronila Ndungwa Mwangi","doi":"10.59765/letus851jo","DOIUrl":"https://doi.org/10.59765/letus851jo","url":null,"abstract":"The study sought to establish the role of childcare programs and family involvement in enhancing child development in pre-primary schools in Nakalama and Bumalamagi sub-counties of Iganga District, Uganda. The study was guided by the following objectives: How do childcare programs and family involvement support child development, the challenges hindering the role of childcare programs and family involvement in promoting child development in pre-primary schools, the strategies that can be used to overcome the challenges facing childcare programs in promoting child development and how can family involvement be enhanced in promoting child development in pre-primary schools in Iganga District. The study used descriptive survey design that included both quantitative and qualitative methods. Purposive and random sampling techniques were used to sample the 77 key respondents drawn from the district, sub-counties, and institutions. Specifically reviewed literature, observation, focus group discussion, and interviews were used during data collection. The findings revealed that childcare programs and family involvement help children develop physically, socially, intellectually, and spiritually. Some of the challenges hindering the role of childcare programs and family involvement in promoting child development were; Shortage of trained and qualified teachers in pre-primary schools and Lack of public awareness in enhancing child development. It is recommended that the government refocus its strategy on addressing the country's education crisis and confronting issues at the grassroots level and intensifying the training of Caregivers for Early Child Development programs including embarking on implementing ECD programs in all government aided primary schools.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"97 S6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236509","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}
The study attempted to establish the correlates of commitment to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents in this study. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice and that intrinsic motivation, self-concept, status of the teaching profession, fallback and socio-cultural beliefs were correlated to career choice. Fallback however had an inverse correlation to the commitment of career choice. The study recommends that factors which motivate pre-service education student’s choice of teaching as a career should be clearly understood, so that only students motivated by those factors which were found to promote commitment, like intrinsic motivation, self-concept, status of the teaching profession and social cultural beliefs are the ones placed to train as teachers.
{"title":"Correlates of Commitment to Career Choices of Pre-Service Education Students in Selected Universities in Kenya","authors":"Petronila Ndungwa Mwangi","doi":"10.59765/acurs4265","DOIUrl":"https://doi.org/10.59765/acurs4265","url":null,"abstract":"The study attempted to establish the correlates of commitment to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents in this study. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice and that intrinsic motivation, self-concept, status of the teaching profession, fallback and socio-cultural beliefs were correlated to career choice. Fallback however had an inverse correlation to the commitment of career choice. The study recommends that factors which motivate pre-service education student’s choice of teaching as a career should be clearly understood, so that only students motivated by those factors which were found to promote commitment, like intrinsic motivation, self-concept, status of the teaching profession and social cultural beliefs are the ones placed to train as teachers.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"25 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236197","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}
According to the current study, pre-primary and primary teachers who are not trained in educational psychology can benefit from training, which will enhance their ability to teach and increase student engagement and outcomes. Data were gathered from elementary school instructors, both qualified and non-certified. An open-ended questionnaire with a set of questions was given to 12 participants in order to gather information for thematic analysis. These participants were selected since they teach as uncertified teachers. The goal of the study was to determine how educational psychology training programs affect the quality of instruction provided to uncertified pre-primary and primary teachers in Rwanda. Interviews with all study participants were done in order to assess changes in teaching methods, student participation, and general educational quality following the implementation of educational psychology training. These interviews were followed by observations made in the classroom. The positive impacts of such training on teachers and students show the need of such training in tackling the educational challenges faced by uncertified instructors
{"title":"Effect of Educational Psychology on Uncertified Pre-primary and Primary Teachers on Quality of Education in Rwanda","authors":"Desire Ngirabacu, Phanuel Manizabayo, Servilien Bimenyimana","doi":"10.59765/csdt3285vri","DOIUrl":"https://doi.org/10.59765/csdt3285vri","url":null,"abstract":"According to the current study, pre-primary and primary teachers who are not trained in educational psychology can benefit from training, which will enhance their ability to teach and increase student engagement and outcomes. Data were gathered from elementary school instructors, both qualified and non-certified. An open-ended questionnaire with a set of questions was given to 12 participants in order to gather information for thematic analysis. These participants were selected since they teach as uncertified teachers. The goal of the study was to determine how educational psychology training programs affect the quality of instruction provided to uncertified pre-primary and primary teachers in Rwanda. Interviews with all study participants were done in order to assess changes in teaching methods, student participation, and general educational quality following the implementation of educational psychology training. These interviews were followed by observations made in the classroom. The positive impacts of such training on teachers and students show the need of such training in tackling the educational challenges faced by uncertified instructors","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"61 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248461","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}
The purpose of this study was to assess the impact of trends in admittance and equity in higher education. Using Qualitative approach in data collection, this study answered the following questions: Are Male students currently disadvantaged in admittance to higher education in favour of female students? What is the impact this imbalance in relation to job market demands for skilled labour from both sexes? What long-term initiatives might significantly increase the number of male students admitted to higher education institutions for gender equity? The findings were that the available data on trends in admitting students in higher institutions show an almost equal number of the ratio of females to male with some exceptional institutions where female ratios have exceeded male ratios. It is recommended that the government should review affirmative action policies so that the recruitment does not favor one gender as it were before the programs.
{"title":"Trends in Admittance and Equity in Higher Education: Are Male Students in Uganda Disadvantaged?","authors":"Judith Arinaitwe","doi":"10.59765/vari7294","DOIUrl":"https://doi.org/10.59765/vari7294","url":null,"abstract":"The purpose of this study was to assess the impact of trends in admittance and equity in higher education. Using Qualitative approach in data collection, this study answered the following questions: Are Male students currently disadvantaged in admittance to higher education in favour of female students? What is the impact this imbalance in relation to job market demands for skilled labour from both sexes? What long-term initiatives might significantly increase the number of male students admitted to higher education institutions for gender equity? The findings were that the available data on trends in admitting students in higher institutions show an almost equal number of the ratio of females to male with some exceptional institutions where female ratios have exceeded male ratios. It is recommended that the government should review affirmative action policies so that the recruitment does not favor one gender as it were before the programs.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"192 S541","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256038","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}
The study sought to explore the perception of pre-service education students on the status and socio-cultural beliefs about the teaching profession in selected public and private universities in Kenya. Correlational research design and a concurrent mixed method approach was employed in this study. The respondents in this study were third and fourth year pre-service education students. from six selected public and private chartered universities in Kenya which had been in existence for the last twenty years and offering teacher education. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to have a low perception of the status of the teaching profession and believed that teaching is a hard work which is emotionally draining, although they perceived teaching to be a profession that requires high levels of expert knowledge.
{"title":"The Perceptions of the Pre-service Education Students about the Status and Socio-cultural Beliefs about the Teaching Profession","authors":"Petronila Ndungwa Mwangi","doi":"10.59765/hrye7524","DOIUrl":"https://doi.org/10.59765/hrye7524","url":null,"abstract":"The study sought to explore the perception of pre-service education students on the status and socio-cultural beliefs about the teaching profession in selected public and private universities in Kenya. Correlational research design and a concurrent mixed method approach was employed in this study. The respondents in this study were third and fourth year pre-service education students. from six selected public and private chartered universities in Kenya which had been in existence for the last twenty years and offering teacher education. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to have a low perception of the status of the teaching profession and believed that teaching is a hard work which is emotionally draining, although they perceived teaching to be a profession that requires high levels of expert knowledge.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"40 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140259307","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}
Children who have experienced physical and sexual violence are at risk for a variety of physical, mental, behavioural, and social issues that can lead to drug abuse and academic failure. However, how children perceive physical and sexual violence is unknown. This study, therefore, explores primary school pupils’ awareness of physical and sexual violence in the three selected schools in Moshi district, in Kilimanjaro region, Tanzania. This study employed a mixed approach whereby interviews and questionnaires were used as data collection tools. Random sampling technique was utilized to select 92 students from three primary schools as the study's sample unit, while a purposeful sampling technique was employed to select 12 key informants (6 teachers and 6 parents) from the total population. The findings have revealed that pupils had limited knowledge of the physical and sexual violence they faced. However, some participating schools employed various approaches to enable students to become aware about physical and sexual violence. The approaches included interactive seminars and age-appropriate educational materials. The study’s findings can help to design intervention strategies to end sexual and physical violence against students in primary schools in Tanzania and to improve their wellbeing
{"title":"Primary School Pupils’ Awareness of Physical and Sexual Violence in Tanzania","authors":"Jane Kimaro, Upendo Biswalo","doi":"10.59765/qurv7946kr","DOIUrl":"https://doi.org/10.59765/qurv7946kr","url":null,"abstract":"Children who have experienced physical and sexual violence are at risk for a variety of physical, mental, behavioural, and social issues that can lead to drug abuse and academic failure. However, how children perceive physical and sexual violence is unknown. This study, therefore, explores primary school pupils’ awareness of physical and sexual violence in the three selected schools in Moshi district, in Kilimanjaro region, Tanzania. This study employed a mixed approach whereby interviews and questionnaires were used as data collection tools. Random sampling technique was utilized to select 92 students from three primary schools as the study's sample unit, while a purposeful sampling technique was employed to select 12 key informants (6 teachers and 6 parents) from the total population. The findings have revealed that pupils had limited knowledge of the physical and sexual violence they faced. However, some participating schools employed various approaches to enable students to become aware about physical and sexual violence. The approaches included interactive seminars and age-appropriate educational materials. The study’s findings can help to design intervention strategies to end sexual and physical violence against students in primary schools in Tanzania and to improve their wellbeing","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"18 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140260183","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}
The study attempted to establish commitment level to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice. The study recommends Improvement of career guidance in schools so that students clearly understand and choose careers in relation to their interest and abilities because this will increase their commitment to their career choices and reduce the job hopping being experienced in the world of work.
{"title":"Pre-service Education Students’ Commitment Level to Their Career Choice","authors":"Petronila Ndungwa Mwangi","doi":"10.59765/hay25fdr","DOIUrl":"https://doi.org/10.59765/hay25fdr","url":null,"abstract":"The study attempted to establish commitment level to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice. The study recommends Improvement of career guidance in schools so that students clearly understand and choose careers in relation to their interest and abilities because this will increase their commitment to their career choices and reduce the job hopping being experienced in the world of work.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"73 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424266","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}
The study examined how social cultural and belief affect girl students’ menstrual hygiene management in Tanzania. The study adopted exploratory research design. This study employed qualitative approach with semi-structured interviews and focus group as data collection tools. A total of 29 students from four different private and public school in Dodoma city were involved. The study found that social cultural and beliefs affect girl students’ menstrual hygiene management; majority of girls were not allowed to cook, touch, or gather with others and avoided to talk anything about menstruation instead of taking instruction from members of the family. They were not allowed to plant and harvest when menstruate, if they did its believed that crops will wither, though only few school have few knowledge which support girl students during menstrual period. The study recommends that; society must abandon their poor traditional customs which discouraged girls from participating in a particular activity when they were in the menstruation period. Traditional leaders and female guardians should play a pivotal role in teaching girls on menstrual hygiene management (MHM) and resolved challenges among school girls.
{"title":"How Social Cultural and Belief Affect Girl Students’ Menstrual Hygiene Management in Tanzania","authors":"Happiness Silvester Masatu, Elizabeth Msoka","doi":"10.59765/pwfvi4279","DOIUrl":"https://doi.org/10.59765/pwfvi4279","url":null,"abstract":"The study examined how social cultural and belief affect girl students’ menstrual hygiene management in Tanzania. The study adopted exploratory research design. This study employed qualitative approach with semi-structured interviews and focus group as data collection tools. A total of 29 students from four different private and public school in Dodoma city were involved. The study found that social cultural and beliefs affect girl students’ menstrual hygiene management; majority of girls were not allowed to cook, touch, or gather with others and avoided to talk anything about menstruation instead of taking instruction from members of the family. They were not allowed to plant and harvest when menstruate, if they did its believed that crops will wither, though only few school have few knowledge which support girl students during menstrual period. The study recommends that; society must abandon their poor traditional customs which discouraged girls from participating in a particular activity when they were in the menstruation period. Traditional leaders and female guardians should play a pivotal role in teaching girls on menstrual hygiene management (MHM) and resolved challenges among school girls.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"30 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140433123","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}
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