Joyce-Gibbons, A, Galloway, D, Mollel, A, Mgoma, S, Pima, M and Deogratias, E (2018) 'Successful transition to secondary school in Tanzania: what are the barriers?' Journal of International Development, 30 (7). pp. 1142-1165.
|
Text
14248.pdf - Published Version CC BY 4.0. Download (167kB) | Preview |
Abstract
Transition to secondary school is a problem internationally. Tanzanian students face an additional challenge as the medium of instruction changes from Kiswahili to English. An 18-item questionnaire (N = 383) and focus groups (primary standard 7, secondary forms 1 and 3, and primary and secondary teachers) were used in this study. Most students started secondary school with high expectations. These were qualified by experiences of bullying and punishment. Teachers recognised students losing hope as an explanation for truancy. However, they lacked both the training to teach English and knowledge of alternatives to punishment. Peer mentoring potentially addresses these challenges during transition.
| Item Type: | Article |
|---|---|
| Keywords: | education, primary, secondary, Tanzania, teachers, transition, barriers |
| Divisions: | School of Education |
| Date Deposited: | 10 Aug 2021 16:23 |
| Last Modified: | 15 Aug 2021 09:57 |
| ISSN: | 0954-1748 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/14248 |
 |
Request a change to this item or report an issue |
 |
Update item (repository staff only) |
Tools
Tools
