The Contribution of Teachers’ competencies on Enhancing Job Performance in Tanzania’s Public Secondary Schools
- August 31, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VIII, August 2019 | ISSN 2454–6186
Emanuel Siray Mollel
Agency for the Development of Educational Management (ADEM), Tanzania
Abstract: This study investigated the teachers’ competencies contribution to enhancing job performance among public secondary school teachers. The study was conducted in four regions in Tanzania mainland which includes Arusha, Coast, Njombe and Singida. It involved 314 respondent drawn using purposive. The resultant quantitative data was analysed using the Statistical Package for Social Science (SPSS) version 20 in data analysis while strategically employing a structured equation model that applied multiple regression analysis. The findings reveal that there is a statistical significant positive relationship between teachers’ skills and job performance in Tanzania’s public secondary schools. The regression results also indicate that teachers, who had attended the training, acquired relevant competencies that have significantly enhanced their job performance and contribution to the provision of quality education in the country’s pubic secondary schools. Based on these findings, the study recommends that the development of training programmes has to ensure that the contents for delivery are geared towards imparting relevant competencies likely to enhance the teachers’ performance of duties and responsibilities in the country’s public secondary schools.
Keywords: Teachers’ competencies job performance, public secondary schools
I. INTRODUCTION
Generally, the rapid expansion of secondary schools in Tanzania has been disproportional to the quality of education delivered as reflected in the national examination results (Omari, 2012). Strategy-wise, the United Republic of Tanzania (URT, 2005) states that the overall aim of the Secondary Education Development Programme (SEDP 1) in Tanzania had been to enhance the quality of education, specifically by increasing the pass rates for division I-III from 36 percent in 2004 to 70 percent in 2009. In reality, the Ministry of Education and Vocational Training reports that the academic performance of students has been deteriorating (URT, 2012).
