Exploring community primary teachers’ experiences in the generalist based teaching subject allocations. The case of two schools in Newala Urban

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Peter Kajoro

Second Supervisor/Advisor

Dr. Abdalla Mohamed


Institute for Educational Development, East Africa


The approaches to allocating subjects to primary school teachers in Tanzania have been affected with the changes in the systems of instruction between the generalist and specialist systems. While the prevailing approach to subject allocations is based in the generalist system, the presence of both specialist and generalist teachers in schools have made those teachers experience varying associated feelings, challenges, and ways to address those challenges. This study explores these experiences of teachers by first creating an understanding, strengths and weaknesses of each system before examining teachers’ views regarding the more ideal approach to subject allocations. Data was collected using a qualitative approach with case study design of two community primary schools. In the first school interviews and focus group discussions were conducted with six teachers. In addition there was one interview with the head teacher and documentary review. The same procedure with the same number of participants applied in school two. The findings indicate that most teachers are not comfortable while some others are happy with the recent approach to subject allocations hence suggest the approach that will make all of them comfortable with the allocations.

This document is available in the relevant AKU library