Prevailing Organizational Culture Strategies in Public Primary Schools in Rorya District Council, Tanzania (Published)

The study investigated the prevailing organizational culture strategies in public primary schools in Rorya District. The study was guided by cultural dimensions theory and organizational culture model. The study employed pragmatism research philosophy and concurrent triangulation mixed research design. The target population comprised Chairpersons of School Management Committees, teachers, and heads of schools. Questionnaires and interviews were used for data collection. To ensure validity and reliability, various strategies were implemented, including expert reviews, member checking, Cronbach’s Alpha, and pilot studies. Data analysis involved descriptive statistics and thematic analysis. Ethical considerations were addressed through obtaining approvals from relevant authorities. The study found that the organizational culture in public primary schools in Rorya District is generally perceived positively by teachers, with strong support for collaboration, shared values, teamwork, and effective communication. The culture also fosters a sense of belonging and commitment to school goals. However, areas such as continuous learning and professional development were rated slightly lower, indicating potential opportunities for improvement. The study recommends strengthening collaboration, teamwork, and a sense of belonging in Rorya District’s public primary schools while enhancing continuous learning and professional development to further support teachers and align with effective organizational culture practices.

Keywords: Organizational Culture, Public Primary, Strategies., schools

Exploration of Universal Basic Education Policy and its impact on Overall Education Quality of Schools in Nigeria (Published)

Universal Basic Education (UBE) programme was developed internally, although it is heavily influenced by global trends and developments in education. It is anticipated that its implementation will provide all Nigerians who are willing to learn with a top-notch basic education, as required by various international accords.  Nevertheless, Nigeria is confronted with problems such a lack of resources, a lack of public awareness, an inadequate implementation of the new UBE curriculum, and low teacher motivation. These barriers continue to limit how effective the UBE policy may be. This study provided an important contribution to explore Universal Basic Education Policy and its impact on overall education quality of schools in Nigeria. More so, certain recommendations were made amongst others that cooperation between the School administration, Local Government, and parents is required to stop children from working and begging during school hours to reduce absenteeism.

 

 

Keywords: Exploration, Nigeria, Policy, Universal Basic Education, education quality, schools

Influence of Gender and Age on Behavioural Problems and Experience of Child Abuse among Secondary School Students (Published)

This study was carried out to examine the influence of gender and age on behavioural problems (aggressive behaviour and truancy) and experience of child abuse among secondary school students. A descriptive research design of survey type was adopted for the study. The population for this study comprised all public secondary school students in Ekiti State. The sample consisted of 200 students drawn from five secondary schools through simple random sampling. A self-designed questionnaire tagged “Child Abuse and Behavioural Problems Questionnaire” (CABPQ) was used to collect data. Expert judgements were used to ensure face and content validity. Test-retest method was used to determine the reliability and a reliability coefficient of 0.70 was obtained. Data collected were analysed by using t-test. The results showed that gender and age do not significantly influence aggressive behaviour and truancy; and also do not influence experience of child abuse among students. Based on these findings, it was recommended among others, that all education stakeholders, particularly the counsellors, should plan intervention programmes to help students who engage in aggressive behaviour and truancy; and students who experience child abuse. The focus of these programmes should be on students of both sexes and students of all ages in the school.

Keywords: Aggression, Child abuse, Truancy, schools