Professional Factors Facing Women Primary School Teachers in Enhancing Students’ Academic Performance in Central District Zanzibar

M.M. Abdalla¹ , G.J. Babune²

Section:Research Paper, Product Type: Journal-Paper
Vol.7 , Issue.12 , pp.28-36, Dec-2021

Online published on Dec 31, 2021

Copyright © M.M. Abdalla, G.J. Babune . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
The quality of education is mainly dependent on teacher’s capacity to influence the learning process among students. The paper examined professional factors influencing women primary school teachers in facilitating students` academic performance. Purposive and convenient sampling procedures were employed to arrive at a sample of 117 participants with 58 women teachers, 36 students and 23 men teachers of central district in Zanzibar. A mixed approach was used with a descriptive exploratory design. Questionnaire survey and key informant interviews generated the data. Qualitative data were analysed using thematic analysis and descriptive statistics was employed with weighted mean through the statistical package for social sciences. It was revealed that there is an array of factors that variably influence women teachers from realising effective professional practices. These include social interaction (level 5), cognitive issues (level 5), and social status (level 3) marking a very high and moderate levels of influence among women teachers respectively. Unique expertise (level 4), practical expertise (level 4), and ideological values (level 4) occupy a high level of influence among women teachers. It was revealed that the practices informing the state of the art of low influence in realising students` performance are limited participatory strategies and interaction with students in the learning process. Methods of demonstration, and lecture have a very low (1 level) and low (2 level) positive influence on learners due to limiting factors respectively. Concluded that there are professional factors that deter the performance of women teachers despite their majority in primary schools. It recommends for the need to fix the underlying professional factors to align with effective practices in enhancing students` academic development.

Key-Words / Index Term :
Enabling, Factors, Professional, and Women Teachers

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