The School Level of Human Factor in Education Reforms

The study has employed a case study design to examine, describe and appraise contributions of classroom teachers, heads of schools, members of school committees and boards and the regional and district education staffs in the conduct of educational reforms. The major findings were that active participation in conduct of reforms is a function of a Human Resource Strategy integrating performance improvement decisions to overall mission of reforms. Such integration was so weak in this case, that management and development of teachers were unsystematically executed; definition, specification, planning, appraisal and rewarding of the teaching role were peripheries; selection and induction of heads of schools and members of committees and boards were unsystematic and inefficient empowerments for taking-up managerial, leadership and linkage roles; and schools were not sufficiently furnished with clear indicators and supportive systems and structures reflective of desired improvements. The study recommends: (i) Strategic planning of education that links the goals, purpose and scope on one hand, with knowledge, skills and competences required for achieving them on the other. (ii) Induction and recruitment procedures strengthening the school level managers to efficiently administer reforms that improve students’ learning. (iii) Clear guides for committees and boards’ interactions with parents, other stakeholders, school programmes and regional and district education staffs. (iv) Regional and district support for occurrence of genuine school level change and improved students’ learning.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

Open University of Tanzania

Year dc:date.issued

2011

Author dc:creator

• Mulengeki, Felix Mwombeki

• 370 Education

Language dc:language

en