THE IMPACT OF ACADEMIC STAFF QUALIFICATION ON THE QUALITY OF GRADUATE TEACHER PREPARATION IN TANZANIA HIGHER EDUCATION

Eva Omary Luwavi

Abstract


This paper assesses the influence of academic staff qualification on the graduate teacher preparation in Tanzania. A total of 44 informants from four universities were involved in the study. The study was underpinned by qualitative research, using multiple case study design. Interviews and document analyses were used to obtain data. The findings indicated that there is inadequate number of senior academic staff in all the studied universities. It was also revealed that some departments had neither a professor nor senior lecturer specialized in teacher education. The findings further indicate that there is a mismatch between number of student-teachers enrolled in education programme and that of the academic staff available in all studied universities. Thus, based on the findings, it is logically to argue that inadequate academic staff in universities in Tanzania where graduate teachers are prepared has an implication on their learning outcome.

 

Article visualizations:

Hit counter

DOI

Keywords


universities, academic qualification, teacher preparation

Full Text:

PDF

References


Alexander, K., Maureen, K., Phillip, W., & Bernadette, Mutinda & Kamau, S. (2014). Strategizing on cost: Effect of part time lecturers on university education in Kenya. Prime Journal of Social Science (PJSS), 3(2), 603–607.

Altbach, P. G., & Knight, J. (2007). The Internationalization of Higher Education : Motivations and Realities. Journal of Studies in International Education, 11(3), 290–305. https://doi.org/10.1177/1028315307303542

Anney, V. N. (2014). Pre-service teachers’ perception of the impact of part-time lecture in Tanzania higher education: the tale of two university of Dar es Salaam constituent college of education. Papers in Education and Development, 32, 21–52.

Areaya, S. (2010). Tension between Massification and Intensification Reforms and Implications for Teaching and Learning in Ethiopian Public Universities. Journal of Higher Education in Africa, 8(2), 93–115.

Dill, D. D., & Soo, M. (2005). Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems. Higher Education (Vol. 49). https://doi.org/10.1007/s10734-004-1746-8

Enders, J. (2001). Academic Staff in Europe: Changing Contexts and Conditions. The International Academic Profession: Portraits of Fourteen Countries, 343. https://doi.org/Doi 10.1080/03075070220000725

Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., … Morton, S. (2010). Studies in Higher Education Student engagement in very large classes : the teachers’ perspective. Student in Higher Education, 35(7), 761–775. https://doi.org/10.1080/03075070903545058

Fussy, D. S. (2018). The hurdles to fostering research in Tanzanian universities. Higher Education, 1–17. https://doi.org/10.1007/s10734-018-0276-8

Garwe, E. C. (2015). Student voice and quality enhancement in higher education. Journal of Applied Research in Higher Education, 7(2), 385–399. https://doi.org/10.1108/JARHE-05-2014-0055

Gudo, C. O., Olel, M. A. &, Oanda, I. O. (2011). ‘University Expansion in Kenya and Issues of Quality Education: Challenges and Opportunities’. International Journal of Business and Social Science, 2(20), 1–12.

Hagenauer, G., & Volet, S. E. (2014). Teacher – student relationship at university : an important yet under-researched field Teacher – student relationship at university : an important yet under-researched field. Oxford Review of Education, 40(3), 370–388. https://doi.org/10.1080/03054985.2014.921613

Hornsby, D. J. & Osman, R. (2014). Massification in higher education : large classes and student learning. Higher Education, 67(6), 711–719.

Houston, D., Meyer, L. H., & Paewai, S. (2006). Academic staff workloads and job satisfaction: Expectations and values in academe. Journal of Higher Education Policy and Management, 28(1), 17–30. https://doi.org/10.1080/13600800500283734

Ishengoma, J. M. (2007). The Debate on Quality and the Private Surge : A Status Review of Private Universities and Colleges in Tanzania. Journal of Higher Education in Africa, 5(2–3), 85–109.

Jaeger, A. J & Hinz, D. (2009). The Effects of Part-Time Faculty on First Semester Freshmen Retention: A Predictive Model Using Logistic Regression. J. College Student Retention, 10(3), 265–286. https://doi.org/10.2190/CS.10.3.b

Jin, K. H. M. and J., & Jiang. (2016). Massification of higher education : challenges for admissions and graduate employment in China. Centre for Global Higher Education, (5), 1–30.

Kevin, M. E. Jr., & Jaeger, A. J. (2008). Closing the Gate: Part-Time Faculty Instruction in Gatekeeper Courses and First Year Persistence. UC Riverside. https://doi.org/10.1002/tl.324

Kitta, S., & Fussy, D. (2013). Bottlenecks in preparation of quality teachers in Tanzania. Time Journals of Arts and Educational Research, 1(5), 29–38.

Komba, W. L. M., Anangisye, W. A. L., & Katabaro, J. K. (2013). Teacher Professional Identity and Quality Assurance in Tanzania: The Case of The University of Dar es Salaam. Journal of International Cooperation in Education, 15(3), 187–204.

Ladson-billings, G. (2000). Fighting for Our Lives; Preparing Teachers to Teach African American Students. Journal of Teacher Education, 51(3).

Louis Cohen, L. M. and K. M. (2007). Research Methods in Education This (6th ed.). Madison Avenue, New York, NY: Taylor & Francis e-Library. https://doi.org/10.1111/j.1467-8527.2007.00388_4.x

Metcalf, H., Rolfe, H., Stevens, P. & Weale, M. (2015). Recruitment and Retention of Academic Staff in Higher Education Hilary Metcalf, Heather Rolfe.

Mgaiwa, S. J. (2018). Emerging Fundamental Issues of Teacher Education in Tanzania : A Reflection of Practices Emerging Fundamental Issues of Teacher Education in Tanzania : A Reflection of Practices. Educational Process: International Journal, 7(4), 246–264. https://doi.org/10.22521/edupij.2018.74.3

Mgaiwa, S. J., & Ishengoma, J. M. (2017). Institutional Constraints Affecting Quality Assurance Processes in Tanzania’s Private Universities. JHEA/RESA, 15(1), 57–67.

Mgaiwa, S. J., & Poncian, J. (2016). Public – private partnership in higher education provision in Tanzania : implications for access to and quality of education. Bandung: Journal of the Global South. https://doi.org/10.1186/s40728-016-0036-z

MoEVT. (2014). Enhancing Teacher Education for Bridging the Education Quality Gap in Africa The Case of Tanzania, (March).

Mugabi, H. (2012). The role of private universities in the provision of higher education in Uganda : Growth and challenges. The role of private universities in the provision of higher education in Uganda : Growth and challenges. Africa Education Review ISSN:, 9(2), 213–229. https://doi.org/10.1080/18146627.2012.721612

Mulokozi, E. (2012). Students’ satisfaction with academic services offered by Private Universities in Tanzania. Unpublished M.A. dissertation: University of Dar es Salaam.

Mulryan-Kyne, C. (2010). Teaching in Higher Education Teaching large classes at college and university level : challenges and opportunities. Teaching in Higher Education, 15(2), 175–185. https://doi.org/10.1080/13562511003620001

Munene, I. I. (2009). Anticipated developments : East Africa ’ s private universities and privatisation of public universities in the global context Anticipated developments : East Africa’ s private universities and privatisation of. Africa Education Review, 6(2), 254–268. https://doi.org/10.1080/18146620903274571

Mushemeza, E. D. (2016). Opportunities and Challenges of Academic Staff in Higher Education in Africa. International Journal of Higher Education, 5(3), 236–246. https://doi.org/10.5430/ijhe.v5n3p236

Mwebi, B., & Simatwa, E. M. W. (2013). Expansion of private Universities in Kenya and its implication on quality and completion rate: An analytical study. Educational Research, 4(44), 352–366.

Nicol, D. J., & Nicol, D. J. (2006). Preparation and support of part-time teachers in higher education Preparation and Support of Part-time. Teacher Development, 4(1), 115–129. https://doi.org/10.1080/13664530000200105

Nuru, N. (2017). Challenges, Opportunities and Financing Strategies for Development of Private Higher Learning Institutions in Tanzania. A case of Hubert Kairuki Memorial University (HKUM). University of Dar es Salaam, Unpublished Dissertation.

Peter, S. (2010a). Academic staff capacities and utilization in private universities in Tanzania academic staff capacities and utilization in private universities in Tanzania. MEMA Dissertation University of Dar es Salaam.

Peter, S. (2014). Academic staff capacity in private university in Tanzania. Paper in Education and Development, 32., 53–73.

TCU, 2014. Quality Assurance General Guidelines and Minimum Standards for Provision of University Education in Tanzania (2014). Tanzania.

Teferra, D., & Altbach, P. G. (2004). African higher education : Challenges for the 21st century. Higher Education, 47(1), 21–50.

UNESCO. (2009). Trends in Global Higher Education : Tracking an Academic Revolution. By the United Nations Educational, Scientific and Cultural Organization UNESCO.

Virginia Braun & Victoria Clarke. (2006). Using thematic analysis in psychology. International Journal of Impotence Research, 3(2), 77–101. https://doi.org/10.1038/sj.ijir.3900760

Wambui, T. W., Ngari, J. &, & Waititu, A. (2016). Teaching experience of part-time lecturers affect the quality of university education in public universities in Kenya. European Journal of Research and Reflection in Educational Sciences, 4(6), 1–22.

Woods, E. (2008). Education for All by 2025: will we make it? Tanzania country case study. Education, 36.




DOI: http://dx.doi.org/10.46827/ejae.v0i0.2667

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).