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Cultivating a Culture of Success in Catholic Secondary CULTIVATING A CULTURE OF SUCCESS IN CATHOLIC SECONDARY SCHOOLS IN TANZANIA Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements For the degree of Doctor of Education By Fr Peter Asantebwana October, 2014 i Copyright by Fr Peter Asantebwana 2014 DUQUESNE UNIVERSITY SCHOOL OF EDUCATION PROFESSIONAL DOCTORATE IN EDUCATIONAL LEADERSHIP PROGRAM Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Education (Ed.D.) Presented by: Fr. Peter F. Asantebwana B.A., Theology, Pontifical Urbaniana University, 2001 M.Ed. and M.B.A., Walsh University, 2011 October 22, 2014 CULTIVATING A CULTURE OF SUCCESS IN CATHOLIC SECONDARY SCHOOLS IN TANZANIA ________________________________________, Chair Gary D. Shank, Ph.D. Professor, Department of Educational Foundations & Leadership Duquesne University _______________________________________, Member Rick R. McCown, Ph.D. Professor, Department of Educational Foundations and Leadership and Director, Professional Doctorate in Educational Leadership Program Duquesne University _______________________________________, Member Launcelot I. Brown, Ph.D. Associate Professor/Chair, Department of Educational Foundations & Leadership Duquesne University _________________________________________, Member Ladislaus Semali, Ph.D. Professor, Department of Learning and Performance Systems Pennsylvania State University Program Director Rick R. McCown, Ph.D. Professor, Department of Educational Foundations Leadership and Director, Professional Doctorate in Educational Leadership Program Duquesne University School of Education iii ABSTRACT Many people agree that a “child’s teacher can make a bigger difference to his or her educational success than most other school variables” (Darling-Hammond, 2006, p. 19). Quality education as a result of quality teaching has been a subject of discussion in different countries (Karras, & Wolhuter, 2010). According to Nyerere (1967), the purpose of education is to pass from one generation to the next the accumulated wisdom and knowledge of the society, and to prepare the young people for their future membership of the society and their active participation in its maintenance or development” (p. 268). Following the history of Tanzania and her good inherited values, a country full of natural resources that needs an educated workforce, this goal has not been fulfilled. National Form Four examination results show mass failure of students. The mass failure is attributed to various reasons such as lack of resources, poor teaching environment and family background. Yet foremost is teaching quality based on small number of programs for training and professional development for teachers. Tao(2013) states that “certain actions are often cited as constitutive of poor teacher performance, such as absenteeism, teacher-centered ‘chalk and talk’ pedagogies, inadequate subject knowledge and withholding content to support private tuition” (p. 2). The paper describes these teaching challenges taking into account the context and the historical background of education in Tanzania from traditional education to the current system of education guided by the Tanzanian education policy of 1995. Given the importance of teachers and their position in society, the paper suggests the application of some traditional teacher qualities and values such as caring, listening, understanding, knowing the students, fairness, respect, social interaction with the students and promoting good moral and ethical values of society while maintaining good examples and commitment to students (Mushi, 2009). iv TABLE OF CONTENTs Page Abstract ......................................................................................................................................... iv Chapter 1: Introduction ................................................................................................................1 Prologue ...............................................................................................................................1 General Overview of Tanzania ............................................................................................6 Tanzania as a Country .............................................................................................6 History of Education in Tanzania ..........................................................................12 Education Structure in Tanzania ...........................................................................23 Management and Administration of Education .....................................................29 Dissertation in Practice………………………………………………………………......31 Introduction.....................................................................................................…...31 The statement of the problem .................................................................................31 Leadership agenda for improvement .....................................................................34 The anticipated changes from the leadership agenda ...........................................35 Chapter 2: Leadership and teaching challenges in secondary schools ...................................37 Introduction ........................................................................................................................37 Teaching ineffectiveness in the schools .............................................................................40 The use of underprepared “crash program teachers” ..........................................40 Lack of skills and methodologies required for the teachers ..................................41 Shortages of teachers, poor performance and mass failure in schools .................42 Inequality in the provision of secondary education ...........................................................46 Unequal access to schools .....................................................................................46 Unequal school environment, resources but equal assessment .............................48 The growing gap between the rich and the poor ...................................................50 Lack of teacher motivation.....................................................................................52 Social economic factors affecting teaching and learning qualities .......................53 Historical causes of teacher quality challenges ....................................................55 Cultural factors on teaching challenges ................................................................57 The national system of education ......................................................................................59 Centrality of the education system .........................................................................59 Educational policy and its implication on teaching quality ..................................61 Theories of learning and the challenges on teaching quality ................................62 Broader leadership and teaching challenges ......................................................................64 General worldwide overview .................................................................................64 Education in countries similar to Tanzania ...........................................................65 Impact of the leadership and teaching challenges to Tanzania’s education ......................67 Chapter 3: Developing a leadership and teaching with mind and heart ................................69 Toward effective leadership and teaching .........................................................................69 Sources of action for true changes in education ................................................................70 The individual teacher ...........................................................................................71 The individual school .............................................................................................71 The external policy environment ............................................................................72 Education director and the head teachers .............................................................73 Creating the environment for quality teaching and learning .............................................74 v Increasing teaching efficiency ...............................................................................74 Integrating cultural values in the classroom instruction .......................................76 Cooperation of teachers within and outside the school .........................................77 Recognizing and developing the forces of improvement ..................................................82 Strengthening teachers power and autonomy ........................................................82 Working hand in hand with Non-government organizations .................................86 Fostering collaboration among the participants of education ..............................88 The Heads of Schools to Use Effectively Their Leadership Role .....................................90 Success goes with the Spirit of Responsibility and Accountability ........................90 Heads of Schools have to Ensure Teacher’s Quality Instruction ..........................92 Giving Real Feedback to the Teachers ..................................................................93 Meeting the Needs of the Teachers ........................................................................95 Reaching
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