Teacher Absenteeism and Poor Learning Outcome in Tanzania: Rethinking an Incentive Scheme as a Strategic Solution to the Problem

Juma, Amina A.; Stonier, Francis

doi:10.1163/1821889x-bja10046

Cited by 1 publication

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References 41 publications

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“…A study discovered that the issue of teacher absenteeism and poor learning outcomes can be resolved by providing extrinsic motivation, such as a financial incentive for teachers based on their teaching effort and appreciating the intrinsic motivation at the same time. The study recommends that the government should prioritize teacher motivation as suggested by Maslow's hierarchy of needs theory (Juma and Stonier, 2023). From governments around the world, to leaders like the ones in the Tanzanian orphanage, to parents, and to teachers, everyone has to be involved in a child's educational pursuit for them to flourish.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Reaching Children Across the Globe: The Effect of English Children’s Books on Tanzanian Orphan Literacy

PROVITERA

Provitera

SAYYADI

2023

International Online Journal of Primary Education

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We found that there are disproportionately intractable challenges such as poverty and inequality in an area of Tanzania, Eastern Africa. There was a need to identify and develop the factors critical for their success. Data were collected in rural Iringa, Tanzania on a case study basis, using a semi-structured interview and communication with leaders in this area of Africa, and we analyzed data with a coded transcript. We identified ten factors that are critical for the success of the orphanage literacy. These findings advance understanding of non-governmental organizations (NGOs) and have important practical applications for such enterprises. When the United Nations literacy decade (UNLD, 2003–2012) reached a mid-point, we decided to add to the global awareness of literacy. With initiatives and policy shifts providing a stronger basis for action on literacy, we reached out to Africa. Our concern is that the rise in the global adult literacy rate (15+) from 76 to 83.6 percent over the last two previous decades shows steady progress, with the rates in developing countries showing an even sharper rise from 68 to 79 percent (Richmond, Robinson, & Sachs-Israel, 2008). Thus, we focused on students from grades four to twelve to foster their literary progress as well. This study included 58 students who were also orphans in Kihesa-Iringa, Tanzania. By creating a Coalition of Children’s Book Authors, we established a common ground for global literacy in the form of an NGO. However, the complication in literacy levels exists due to the digital-divide challenges coupled with the expense and delay of material delivered to Africa from the United States. Thankfully, our concern has succeeded to have influence even through the digital divide posed several objectives. Our course of action included a comprehensive plan to reach the 58 orphans, train their leaders, and create interactive learning modules. Thus, our contribution to the literature has reacted to the needs of an African community that could use help in not only literacy but also literacy-leadership communication and knowledge-management.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%