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Extensiveness of Teachers in Applying Role Modelling Strategy to Enhance Retention of Children under Complementary Basic Education in Tanzania in Selected Districts of Mara Region

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  • Annamary Peter,
  • Eugene Lyamtane,
  • Catherine Muteti
Annamary Peter
PhD Student, Doctor of Philosophy in Educational Planning and Administration (PhD-EPA), Mwenge Catholic University (MWECAU),
Eugene Lyamtane
Senior Lecturer, Director of Planning, Finance and Administration (DPFA) Mwenge Catholic University (MWECAU),
Catherine Muteti
Senior Lecturer, Department of Educational Psychology and Curriculum Studies (DEPC), Mwenge Catholic University (MWECAU), Tanzania
Published in : International Journal of Scientific Research and Management (IJSRM) , Vol. 12 No. 08 (2024)

Submission to VIJ 2024-08-28

Keywords

  • Role modelling, Retention, Professional, Para-professional, Extensiveness

Copyright (c) 2024 Annamary Peter, Eugene Lyamtane, Catherine Muteti

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study sought to investigate the Extensiveness of teachers in applying role modelling Strategy to enhance retention of children under Complementary Basic Education in Tanzania (COBET) in selected Districts in Mara Region. The study was guided by one research question. Convergent design under a mixed methods was used to examine the problem in question. The target population of 99 COBET centres, 99 head teachers, 133 teachers, and 898 children. A sample of 158 participants was selected, comprising 30 centres, 14 head teachers, 54 teachers, and 90 children, using probability and non-probability sampling. Data were collected through questionnaires, interviews, and focus groups. The validity of the instruments was assured by subject experts, and the questionnaire's reliability was tested using Cronbach's Alpha (0.802), while reliability for qualitative data was ensured through peer review and triangulation. The quantitative data were analysed using descriptive and inferential statistics, including an independent t-test at 0.05 significance, and the qualitative data underwent thematic analysis. The study found that teachers to a large extent employed role modelling strategy to enhance retention of the children through exposure to success stories, extracurricular activities, and promoting positive character. There is no significant difference between the extent mean scores of more experienced and less experienced teachers in employing the role modelling strategy to enhance retention of the children under complementary basic education in the Selected Districts in Mara Region. The study concludes that Teachers employed role modelling as a retention strategy for the children under COBET with some potential areas for improvement in the practicality of the strategy. Since both sets of teachers, regardless of their level of experience, are equally using role modelling strategy are called to reflect on their deeds and words in front of the children in the COBET programme to enhance their retention. The local government through DEOs in Mara region should organize and fund the training for teachers on role modelling strategy at least once a year for the enhancement of retention of children under COBET.

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