Examine key risk factors undermining teacher resilience in Morogoro Municipality, Tanzania: Implications for support and policy reform
Educational Dimension,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 26, 2025
This
study
examined
the
key
risk
factors
affecting
teacher
resilience
in
selected
secondary
schools
Tanzania
using
a
mixed-methods
approach.
A
total
of
239
respondents
were
involved,
with
data
collected
from
234
teachers
through
questionnaires
and
interviews
five
informants.
Both
quantitative
qualitative
methods
used
analysis
process
descriptive
thematic
analysis,
respectively.
Findings
revealed
that
several
significantly
undermine
resilience,
categorized
into
high
low-influence
groups.
High-impact
include
excessive
workloads,
inadequate
support
systems,
challenging
student
behaviours,
all
contributing
to
stress
potential
burnout.
Lower-impact
less
urgent,
such
as
occasional
administrative
tasks.
The
emphasizes
need
for
targeted
interventions
enhance
highlighting
critical
gap
existing
policies
often
overlook
effective
mechanisms.
Over
64\%
educators
cited
support,
interactions
primary
stressors.
research
recommends
policymakers
focus
on
manageable
professional
development,
fostering
supportive
school
culture,
aiming
align
policy
practice
improve
both
well-being
outcomes.
Язык: Английский
Enhancing teachers' resilience in Tanzania: Insights from selected secondary schools in Morogoro Municipality
Educational Dimension,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 3, 2025
This
study
investigated
factors
fostering
teachers'
resilience
in
selected
secondary
schools
Morogoro
Municipality
Tanzania.
The
research
utilized
a
mixed
approach
with
convergent
parallel
design.
Both
probability
and
non-probability
sampling
techniques
were
employed
to
select
participants.
Data
collected
through
questionnaires
interviews,
analysis
was
conducted
thematically
for
qualitative
statistical
data
using
SPSS
version
25
quantitative
where
binary
logistic
regression
chi-square
test
used
examine
the
relationship
association
of
protective
exhibited
resilience.
results
unveiled
noteworthy
connection
between
teachers.
indicated
that
degree
by
teachers
statistically
significant
relation
certain
factors,
namely
mentorship
guidance,
as
well
work-life
balance.
revealed
p-value
0.001
both
indicating
high
these
play
vital
role
among
compared
other
excluded
model.
Based
on
findings,
recommends
educational
institutions
policymakers
should
prioritize
implementation
guidance
programs
teachers,
enhance
initiatives
promote
healthy
Therefore,
investing
promoting
support
systems,
creating
policies
balance,
can
contribute
overall
well-being
whole.
concludes
existence
development
Язык: Английский
Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience
Education Sciences,
Год журнала:
2025,
Номер
15(4), С. 487 - 487
Опубликована: Апрель 14, 2025
The
influence
of
educators’
demographic
characteristics
on
learner
academic
performance
has
garnered
attention,
particularly
in
developing
countries.
However,
gaps
remain
understanding
the
relationship
between
factors,
professional
qualifications,
and
student
performance,
especially
under-resourced
educational
environments;
this
study
examines
impact
educator
demographics
qualifications
performance.
investigates
four
key
objectives:
(i)
analysing
(ii)
evaluating
effect
factors
(iii)
comparing
relative
(iv)
assessing
validity
Mincer’s
Earnings
Function
capturing
diminishing
returns
to
experience.
Using
secondary
data
from
South
African
School
Administration
Management
System
(SA-SAMS),
70
educators
across
five
schools.
An
Ordinary
Least
Squares
(OLS)
regression
model
is
employed
for
estimation,
with
Robust
(RLS)
used
as
a
validation
technique
ensure
result
consistency.
empirical
results
reveal
that
teaching
experience
gender
significantly
whereas
age
formal
exhibit
no
statistical
effect.
findings
further
confirm
experience,
indicating
while
enhances
its
marginal
declines
beyond
certain
threshold.
Язык: Английский