Purpose: This study examined the influence of transformational leadership practices public primary school committee activities in Dodoma City, Tanzania. Transformational Leadership Theory guided the study. The theory influence school committees through motivation, capacity building, inspiration, mentorship and coaching which more discussed by the theory and it is relevant to the study. Methodology: A qualitative research approach was employed, exploratory case study design and collection data were, interviews, focus group discussions, and document review. The data collected from the following participants, district education officer 1, 4 public primary schools, 4 ward education officers on February 2026. The purposive sampling employed to the study because participants selected purposively to their roles and responsibilities and data were analyzed thematically. Findings: The finding revealed that transformational leadership practices enhance school committee improving participation in decision-making, accountability and transparency, commitment and responsibility, teamwork, and collective problem-solving. Unique Contribution to Theory, Policy and Practice: The study concludes that transformational leadership plays a significant role in strengthening school governance and enhancing the effectiveness of school committees in public primary schools in Dodoma City. It recommends strengthening leadership training, improving capacity-building programs for school committees, and ensuring consistent implementation of participatory governance policies to enhance school effectiveness and accountability.
Purpose: This study examined the relationship between formative and summative assessment practices and employability skills among undergraduate Art and Design students at Kyambogo University. Methodology: A quantitative approach and correlational research design were used. Data were collected through a self-administered questionnaire from 378 students. Descriptive statistics, Pearson’s product-moment correlation, and multiple regression were used to analyse the data. Findings: Formative assessment (r = .329, p < .001) and summative assessment (r = .262, p < .001) were positively and significantly correlated with employability skills. The regression model was statistically significant, F = 28.921, p < .001, and explained 13.4% of the variance in employability skills (R² = .134; adjusted R² = .129). Formative assessment (β = .271, p < .001) and summative assessment (β = .170, p = .001) were both significant positive predictors, with formative assessment showing the stronger association. Conclusion: Both formative and summative assessment are associated with employability skills, particularly when formative assessment provides regular feedback, reflection, and opportunities for peer and self-assessment, and summative tasks require students to demonstrate competencies in authentic, professionally relevant contexts. Unique Contribution to Theory, Practice and Policy: Lecturers should strengthen continuous, learner-centred formative assessment, while the School of Art and Industrial Design should expand authentic, practical, and industry-oriented summative assessment.
Purpose: This study examined the influence of trainer methodologies competence on the implementation of competency-based education (CBE) in Meru County, Kenya. The study was guided by Mezirow’s Transformative Learning Theory. Methodology: A convergent mixed-methods design was employed. Quantitative data were obtained from 345 Grades 1–6 teachers using questionnaires, while qualitative data were collected through teachers’ open-ended responses and semi-structured interviews with 40 head teachers. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation, while qualitative data were analyzed thematically. Findings: Trainers received favorable ratings for subject mastery (M=3.92), communication clarity (M=3.85), and pedagogical skills (M=3.78). However, practical demonstration ability (M=3.62) and responsiveness to questions (M=3.58) received comparatively lower ratings. Trainer competence was positively associated with perceived training effectiveness, (r=.58, p<.001). Teachers also rated scaffolded and participatory methodologies highly, particularly the “I do, we do, you do” approach (M=4.70), hands-on activities (M=4.50), use of realia (M=4.40), and peer learning (M=4.30). Qualitative findings confirmed teachers’ preference for knowledgeable trainers and practical, collaborative training. Further, lecture-dominated delivery and weaknesses in the cascade model constrained classroom transfer. Again, practical methodologies strengthened teachers’ confidence and ability to facilitate learner-centred lessons. Also, head teachers unexpectedly identified the cascade training model as a source of inconsistent methodology and content delivery. The study concludes that, trainer competence and training methodology were significant determinants of CBE in-service training effectiveness. Unique Contribution to Theory, Policy and Practice: The study recommends that, the ministry of education to establish standardized trainer-selection and certification procedures; Schools to prioritize demonstration, guided practice, microteaching, collaboration, and feedback; Training institutions to strengthen trainers’ adult-learning and practical facilitation skills.
Purpose: This study examined novice teachers’ experiences of mentoring support and its contribution in their professional development during induction in six public secondary schools in Chato District, Tanzania. Methodology: A convergent mixed methods design was employed. Quantitative data were collected through Likert scale questionnaires administered to 30 novice teachers selected using Yamane’s formula for finite populations, while qualitative data were gathered through semi-structured interviews with 12 senior academic staff and 2 Ward Education Officers and through review of School Management Team minutes, induction records, and mentorship logs. Quantitative data were analysed using descriptive statistics and qualitative data through thematic analysis. Findings: The findings show that most novice teachers received formal induction (80.0%) and were assigned mentors (73.3%), and that mentoring support was strongest in lesson planning (83.3%) and classroom management (76.7%). However, feedback specificity, consistency of meetings, and follow up were uneven, with fewer than half of respondents reporting a clear mentoring schedule. Mentoring was credited with improved teaching confidence (75.0%), enhanced subject delivery (75.0%), reduced professional stress (70.0%), and strengthened professional ethics (80.0%). Unique contribution to Theory, Policy and Practice: Interpreted through Bandura's Self-Efficacy Theory and Levinson's Career Stage Theory, the findings suggest that mentoring in Chato District activates the sources of self-efficacy during a critical career transition, but with intensity and consistency that vary across schools. The study recommends schools to establish formal mentor allocation systems supported by written induction plans, mentoring schedules, and documented feedback cycles. School Management Teams should also protect regular time slots for mentoring activities within the school calendar.
Purpose: Teaching methods remain key to the effective implementation of inclusive education, as teachers select approaches based on learners’ needs and contextual demands. This study investigated frequently used teaching methods for enhancing pupils’ performance in English Language in the South West Region of Cameroon. The methods examined were Cooperative Learning (CL), Explicit Teaching (ET), and Communicative Language Teaching (CLT). Methodology: The study adopted a quasi-experimental design using pre-test and post-test scores. Questionnaires and an observation checklist were used for data collection. A purposive sample of 132 pupils was drawn from two inclusive primary schools: Inclusive Government English Primary School (IGEPS) Muyuka and IGEPS Man-O-War Bay, Limbe 3. Sixty-six pupils constituted the experimental group and were taught using CL and ET, while 66 formed the control group and were taught using CLT. Data were analyzed using pupil t-test and z-test. Findings: Post-test results showed higher mean scores among pupils exposed to CL and ET than those taught using CLT. At IGEPS Muyuka, the experimental group obtained a mean score of 14.25 compared with 8.63 for the control group, while at IGEPS Man-O-War Bay, the respective means were 14.76 and 10.90. Unique Contribution to Theory, Policy and Practice: The study recommends strengthening teachers’ competencies in CL and ET to enhance instructional effectiveness. The study contributes to theory by providing empirical evidence on the complementary use of CL and ET in improving English Language learning outcomes. Practically, it identifies contextually relevant approaches for inclusive classrooms and provides evidence to inform teacher training, inclusive education policies, and instructional guidelines in Cameroon.
