Table 4. : Demographic Information/Characteristics of Participants CATEGORY SEX AGE (Years) EXPERIENCE (Years) EDUCATION (Level) M F Total 25-35 35-45 45-65 Total 0-5 5-10 10-15 Total Diploma Degree Total Teachers 38 63.3% 22 36.7% 60 100% 29 48.3% 27 45% 4 6.7% 60 100% 30 50% 25 41.7% 5 8.3% 60 100% 27 45% 33 55% 60 100% School Heads 2 50% 2 50% 4 100% - 4 100% - 4 100% - 2 50% 2 50% 4 100% 1 25% 3 75% 4 100% DEO 2 100% - 2 100% - - 2 100% 2 100% - - 2 100% 2 100% - 2 100% 2 100% School committee 10 60% 6 40% 16 100% 2 12.5% 10 62.5% 4 25% 16 100% 4 25% 10 62.5% 2 12.5% 16 100% 14 87.5% 2 12.5% 16 100% Secondary School inspectors 3 75% 1 25% 4 100% 1 25% 3 75% - 4 100% - 4 100% - 4 100% 1 25% 3 75% 4 100% Grand Total 55 63.9% 31 36.1% 86 100% 32 37.2% 44 51.2% 10 11.6% 86 100% 34 39.5% 41 47.7% 11 12.8% 86 100% 43 50% 43 50% 86 100% Source: Field Data (2015).
Table 4.2 Distribution of the Respondents on their Perception on the Influence of Teachers’ Working Environment on Students Academic Performance ITEM RESPONSES TOTAL Strongly Disagree Disagree Neutral Agree Strongly Agree 1. Poor performance of students is due to the poor working environment of teachers. 4 6.7% 3 5% 2 3.3% 19 32 53.3% 60 100% 2. Existence of poor relationship among teachers may have an impact on students’ academic performance. 1 1.7% 4 6.7% 0 0% 15 25% 40 66.7% 60 100% 3. Low salary makes teachers to feel working in poor environment which affect students’ performance. 7 11.7% 8 13.3% 5 8.3% 12 20% 28 46.7% 60 100% 4. The current good academic performance is due to good working environment. 5 8.3% 3 5% 1 1.7% 10 41 68.3% 60 100% Source: Data analysis from teachers’ responses on the influence of working environment towards students’ academic performance.
Table 4.3 Distribution of the Respondents on their Perception on the Influence of Teachers’ In-service Training on Students’ Academic Performance S/N ITEM RESPONSES TOTAL Strongly Disagree Disagree Neutral Agree Strongly Agree 1. In service training influences teaching morale of teachers. 4 6.7% 3 5% 2 3.3% 19 31.7% 32 53.3% 60 100% 2. Your teaching morale is due to the current training. 1 1.7% 4 6.7% 0 0% 15 25% 40 66.7% 60 100% 3. Students’ poor performance is due to the lack of trainings for teachers. 7 11.7% 8 13.3% 5 8.3% 12 20% 28 46.7% 60 100% 4. Teachers’ training has positive contribution on students’ performance. 5 8.3% 3 5% 1 1.7% 10 16.7% 41 68.3% 60 100% Source: Data analysis from teachers’ responses on the influence of in-service training towards students’ academic performance. service in-
Table 4.4 Distribution of the Respondents on their Perception on how community material support to teachers promotes students’ academic performance. S/N ITEM RESPONSES TOTAL Strongly Disagree Disagree Neutral Agree Strongly Agree 1. The community material support is highly enhanced in this school. 4 6.7% 7 11.7% 2 3.3% 41 68.3% 6 10% 60 100% 2. The community material support motivates teachers in performing their duties. 3 5% 6 10% 4 6.7% 36 60% 11 18.3% 60 100% 3. Teachers motivated by the community promote students’ performance 7 11.7% 4 6.7% 1 1.7% 29 48.3% 19 31.7% 60 100% 4. Community material support has positive contribution on students’ performance. 5 8.3% 9 15% 7 11.7% 31 51.7% 8 13.3% 60 100% Source: Data analysis from teachers’ responses on how community material support to teachers promotes students academic performance.
Sumra, S. (2004b). The living and working conditions of teachers in Tanzania: A Research Report. Dar Es Salaam: Haki Elimu and the Tanzania Teachers Union. Available. At: . Last accessed 17/09/2013. Silverman, D. (2000). Doing Qualitative research.(2nd Ed). London. Sage Publication. UNESCO (2005). Towards Knowledge Societies. Paris: UNESCO. Spear, M., Gould, K., & Lee, B. (2000). Who would be a teacher?A Review of Factors Motivating and Demotivating Prospective and Practicing Teachers. Slough: NFER. URT (2004). Secondary Education Development Plan (2004-2009). Ministry of Education and Culture. URT (2006). Secondary Education Development Plan, Annual Performance Report, July 2005 June 2006. Ministry of Education and Vocational Training. V. S. O., Oxfam, Save the Children, 2002. Beyond Philanthropy: the Pharmaceutical Industry, Corporate Social Responsibility and the Developing World. Vail, K. (2005). Create great school climate. Education Digest: Essential Readings Condensed for Quick Review, 71(4), 4-11.
3. Education level: What is your education level (Tick appropriately) Certificate Diploma Degree 4. Experience For how long have you been the secondary school inspector in this District? 0-5 years ( ) 6-10 years ( ) 11-15 ( ) 16 and above ( ). B. Teachers’ working environment influences students’ academic performance (i). How can you assess the working environment in your schools? (ii). In what ways the working environment affects students’ learning in your schools? (iii).What techniques can you use to make working environment conducive for teachers in your schools? C. Teachers’ in- service training influences students’ academic performance (i). Are teachers provided with in-service training programme? (ii).What kinds of in-service training available in your schools?
0-5 years ( ) 6-10 years ( ) 11-15 ( ) 16 and above ( ). 5. Name of school.................................................................................. B. General Information Please circle the number provided after each statement. The best answers are those that honestly describe your feelings/beliefs. 1= Strongly Disagree, 2 = Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree S/N ITEM Strongly Disagree Disagree Neutral Agree Strongly Agree Teachers’ working environment influence students’ academic performance * * * * * 1. Poor performance of students is due to the poor working environment of teachers. 1 2 3 4 5 2. Existence of poor relationship between teachers may have an impact on students’ academic performance. 1 2 3 4 5 3. Low salary makes teachers to feel working 1 2 3 4 5