Date of Award
2016
Document Type
Dissertation
Degree Name
Master of Education (MEd)
First Supervisor/Advisor
Dr.Fulgence Swai S. Saronga
Department
Institute for Educational Development, East Africa
Abstract
Many primary school teachers have academic and professional weaknesses to effectively influence the quality of education in primary schools. However, depending on long-term professional developments to change these technical weaknesses is difficult. The efficient platform is, to update their daily practices with constant follow up from peers and mentors through TP. This study therefore, explored the practice of TP in enhancing TE to primary school teachers. The study employed a qualitative study approach particularly a single case study design. The sample for the study was 11 respondents including eight primary teachers, one Ward Education Officer (WEO), 1 Head Teacher (HT) and 1 Academic Head (AH) of Juhudi (pseudonym) Primary School. The findings from the study identified strategies for the success of TP practice. These included; leadership support, Peer collaboration, self-enthusiasm and Teacher colleges. It also comprised Small teacher-students ratio and sustainable trainings for in-service teachers. The study further identified the importance of TP in supporting TE. These included; TP acts as an archive, enhancing knowledge sharing culture, the molding of individual teacher life skills, enhancement of science life and lastly, it supports the professional development trough endless learning culture. With regard to challenges facing the smooth practice of TP, the study found the following challenges; heavy teacher workload, lack of adequate leadership support, lack of awareness among teachers and poor storage facilities and lack of individual willingness. The study concluded that, for a successful practice of TP, the following should be done; constant follow up from the EQA to primary school leaders, provision of short courses trainings to educational stakeholders on TP, creation of favorable learning environment by HT and AH and individual teachers self-realization. Additionally, further studies should be done particularly on TP to wider area than a single school to comprehensively understand the power of TP in supporting TE for primary school teachers.
Recommended Citation
Milinga, Beno (2016). Exploration of the practice of teacher portfolio in enhancing teacher effectiveness of primary school teachers: A case study of one government primary school in Newala district, Mtwara (Unpublished Masters Thesis). Dar es salaam: Aga Khan University