Journal of Humanities and Social Sciences Research Practice

POULTRY FARMING IS SCALING UP PRODUCTION IN TANZANIA. A CASE OF BACKYARD POULTRY FARMING IN DODOMA URBAN

Joachim Chisanza — 2026-01-15

In recent years, Tanzania has been witnessing the mushrooming of poultry farming. This study embarked on assessing the effectiveness of backyard poultry farming in scaling up poultry production capacity in Dodoma urban. A sample of 50 households was selected using cluster and simple random sampling from the population of 57 households. The deductive research approach was employed, whereby the author picked a questionnaire as a tool through which primary and quantitative data were collected. Data were analyzed using SPSS. The results show that the majority, 82% of households doing backyard poultry farming, rely on subsistence poultry farming. It can be concluded that the effectiveness of backyard poultry farming in scaling up production has not been well addressed due to the presence of limited space as the number of chickens exceeds shelter carrying capacity, limited utilization of extension services hindering programs like treatment of diseases, feeding for grower and layer chickens, and even shelter designing. It is recommended that there should be a specially designed land zone for poultry farming, the Local Government Authority should put in place a poultry farming policy, which would drive and reinforce the transformation from subsistence to commercial-based poultry farming. The Local Government Authority is to assist poultry farmers in the study area with friendly land tenure, meanwhile making it easier for farmers to access both financial and non-financial services.

ATTITUDES OF BUREAUCRATS AND POLITICIANS TOWARDS THE IMPLEMENTATION OF DEVELOPMENT PROJECTS IN LOCAL GOVERNMENTS IN TANZANIA

Kelvin Njunwa — 2025-12-30

The interaction between bureaucrats and politicians is a critical aspect of New Public Management (NPM), especially in the context of developing countries. This study examines the attitude of bureaucrats and politicians in the implementation of development projects in Morogoro District Council, using a case study design with data collected from sixty-four (64) respondents through questionnaires, focus group discussions (FGDs), and Key Informant Interviews (KIIs). The study adopted a mixed research approach that combines both qualitative and quantitative research. The study was guided by a complementary model of political-administrative relations. The findings reveal predominantly negative attitudes, stemming from distrust, conflict of interest, partisan politics, financial mismanagement, role ambiguities, and education disparities. The finding implies that the effective implementation of development projects depends much on the positive attitude between bureaucrats and politicians. The study concluded that local governments often fail to manage these strained relationships effectively, hindering effective project implementations. To address the issue, the study recommends regular training and awareness campaigns to improve relationships, encourage political neutrality among bureaucrats, and foster trust, transparency, and collaboration between both parties, ultimately enhancing the implementation of development projects.

POWER OF RELATIONAL PEDAGOGY IN TRANSFORMING LEARNING EXPERIENCES IN SECONDARY SCHOOLS IN UBUNGO MUNICIPALITY, TANZANIA

Elina Heriel — 2025-12-30

This study examined the role of relational pedagogy in shaping teaching and learning practices in secondary schools within Ubungo Municipality, Tanzania. Guided by Noddings’ Care Theory, which emphasises the significance of empathy, care, and trust in teacher-student interactions, the study sought to explore how relational pedagogy influences student engagement, discipline, and skill acquisition. A qualitative multiple case study design was employed, using in-depth interviews with teachers and school heads, focus group discussions with students, and classroom observations. Findings revealed that relational pedagogy enhances conflict resolution, fosters a positive learning environment, improves classroom participation through positive reinforcement, and supports the acquisition of communication and problem-solving skills. Teachers who balanced discipline with care and supported students beyond academics strengthened trust and motivation, while punitive practices and dismissive attitudes toward student questions discouraged participation. The study concludes that relational pedagogy contributes to effective teaching and learning by creating supportive and inclusive classrooms. It recommends that teachers adopt caring and responsive strategies, school administrators reinforce relational practices through training and policies, and future research further examine how relational pedagogy can be institutionalised across Tanzanian schools.

EVALUATING CHILDREN'S LEARNING AND DEVELOPMENT THROUGH INDIGENOUS PLAY-BASED STIMULI: A COMPARATIVE STUDY OF THE MAASAI AND WAKWELE COMMUNITIES OF TANZANIA

Geneveva Balilemwa — 2025-12-30

This study investigated the impact of indigenous play-based stimuli on children’s learning and development within the Maasai of Monduli in Arusha and the Wakwele of Chalinze in the Coastal Region of Tanzania. A qualitative approach was employed, using a phenomenological design to capture participants lived experiences. The study population comprised pre-primary teachers, parents, and elders, from which a purposive sample of 20 participants was drawn, including 8 elders, 8 parents, and 4 teachers. Data were collected through focus group discussions with elders and interviews with parents and teachers. The study found out that indigenous play significantly enhanced children’s creativity, problem-solving, cooperation, and emotional regulation, while physical games supported motor skills and storytelling strengthened language development and cultural identity. The results further demonstrated that these practices embed cultural values in children’s daily experiences and reinforce community involvement in child-rearing. The study concludes that indigenous play-based approaches are vital for promoting holistic child development while preserving cultural heritage. It is recommended that early childhood education curricula integrate indigenous play practices, that teacher training programs emphasize their pedagogical value, and that stronger collaboration between schools and communities be fostered to sustain cultural knowledge and enrich developmental outcomes.

EFFICACY OF IN-SERVICE TEACHERS’ TRAINING IN ENHANCING PUPILS' LITERACY AND NUMERACY SKILLS IN PRIMARY SCHOOLS IN TUNDURU DISTRICT

Sabina Heriel — 2025-12-30

This study examined the impact of in-service teacher training on literacy and numeracy skills among Standard I and II pupils in Tunduru District, Tanzania. Grounded in Vygotsky’s Sociocultural Theory, which emphasises socially mediated learning and the role of teachers in scaffolding knowledge, the study employed a concurrent mixed-methods design. Data were collected from 30 teachers and 16 head teachers using questionnaires and semi-structured interviews, and analysed through descriptive statistics and content analysis. Findings revealed that teachers acquired key literacy skills, including letter and syllable sounds, phonemic awareness, reading comprehension, and dictation and writing skills, such as word and sentence construction and punctuation. In numeracy, teachers gained proficiency in number recognition, addition, subtraction, quantity comparison, and number patterns, though instruction on word problems was limited. Most teachers reported that the training content was beneficial (100%) and practical (90%) for classroom application. The majority (67%) perceived the training as significantly improving pupils’ literacy and numeracy skills, supported by classroom observations and head teacher interviews. The study concludes that in-service training enhances teachers’ pedagogical competencies and pupil outcomes. It recommends extending training duration, addressing gaps in word-problem instruction, providing adequate teaching materials, and ensuring ongoing support for teachers to maximise the application of the skills acquired.

EDUCATION AND SUSTAINABLE DEVELOPMENT GOALS: LEGAL CHALLENGES AND PROSPECTS FOR TANZANIAN TEENAGE MOTHERS

Kassim B. Kipanga — 2025-12-30

This paper responds to the quest how teenage mothers in Tanzania can use education to achieve Sustainable Development Goals (SDGs). It identifies the legal challenges facing teenage mothers in attaining SDGs and explores the future prospects. It further identifies opportunities to be utilized by teenage mothers in Tanzania to achieve right to education and SDGs. Recognizing the importance of education, Article 11(2) of the Constitution of the United Republic of Tanzania provides for the right to education. It stipulates that, every person has the right to self-education, and every citizen shall be free to pursue education in a field of his choice up to the highest level according to his merits and ability.^[1] The Constitution prohibits discrimination on various grounds, including sex.^[2] However, the Article providing for the right to education falls under the Part of the Constitution which is not enforceable. The paper consists of data obtained through desk review of theoretical and empirical literature. The study findings revels that Early motherhood is a result of adolescent pregnancy or child marriage which is a prevalent development issue in Tanzania, creating negative impacts in the lives of girls. Basing on findings, the paper argued that there is a need for responsible authorities to speed up the approval of a new Constitution and implement the provisions of Education and Training Policy on equal access and opportunity to education for girls and boys, amend Education (Expulsion and Exclusion of Pupils from Schools) Regulations to explicitly prohibit the expulsion of pregnant girls from school, install the re-entry programme and procedures on how to enable pregnant schoolgirls to continue with their studies, Speed up amendment of Law of Marriage Act to raise the marriage age for girls to 18.

SCHOOL MANAGEMENT STRATEGIES FOR PROMOTING NON-ACADEMIC TALENTS AMONG PUBLIC PRIMARY PUPILS IN MULEBA DISTRICT, TANZANIA

Innocent Mwombeki Mussa — 2025-12-30

The current study envisioned to explore school management strategies for promoting primary pupils’ non-academic talents in Muleba District, Tanzania. By using an interpretivism philosophy, the study employed a qualitative research approach with a single case study design. A total of 42 participants including teachers, pupils, head teachers, sport teachers, district primary education officer and District cultural officer were purposively, conveniently, and criterion sampled. Data collection methods comprised semi-structured interviews, focus group discussions, observations, and document reviews. The data were thematically analyzed to identify key themes and sub-themes consistent with the study objectives. The findings show that school management employs several strategies to promote non-academic talents among pupils. These include organizing talent days, purchasing relevant equipment, conducting intra-school competitions, assigning talented pupils special responsibilities, educating learners on the importance of non-academic talents, supporting participation in UMITASHUMITA competitions, providing teacher training, and using social media to showcase pupils’ talents. Despite these efforts, the study found several challenges that hinder the effectiveness of such strategies. These include limited time allocated for non-academic activities, inadequate follow-up for talented pupils after competitions, low prioritization of non-academic talents by both the government and parents, insufficient teacher training in talent development and a lack of resources and infrastructure. In conclusion, while schools show genuine commitment to nurturing non-academic talents, systemic challenges continue to impede the full development of pupils’ potential. The study recommends that schools and policymakers increase time allocation for talent-related activities, strengthen mentorship and follow-up programs, enhance teacher training, improve the provision of resources, and promote equal recognition of non-academic talents within the education system to foster holistic learner development.

EXPLORING THE INVOLVEMENT OF STUDENTS WITH DISABILITIES IN STUDENTS’ LEADERSHIP ACTIVITIES IN HIGHER LEARNING INSTITUTIONS IN TANZANIA: A CASE OF UNIVERSITY OF DAR ES SALAAM

Richard Nashon — 2026-01-15

Many universities are struggling to ensure inclusion of students with disabilities especially in academic aspect, but apart from the inclusion in academic issues students with disabilities should also be engaged in leadership activities where they earn a lot of respect when leading others. However, despite this fact little is known about the situation of students with disabilities in involvement in students’ leadership and management activities especially in higher learning institutions. This paper explores the involvement of students with disabilities in leadership activities in higher learning institutions in Tanzania with the specific case study of University of Dar es Salaam. The study was done at the Mwl. Julius Kambarage Nyerere campus of the University of Dar es Salaam. The study employed the social model of disability (SMD) which emphasizes the change in the community perception of disability. A qualitative research approach was employed whereby a single case study design was established. The study applied the purposive sampling technique to obtain a sample of 40 participants. Data were collected through documentary review, interviews and focus group discussions then analysed through thematic analysis. The findings revealed low number of students with disabilities in leadership positions, in case of opportunities the study revealed the presence of equal opportunity though there was little involvement. Also, the study revealed high encouragement with much efforts to support their participation regardless of their situation. Lastly, students revealed the feelings of low satisfaction on the way they involve themselves in leadership activities. The study concluded that, despite equal opportunity for involvement, presence of much encouragement and effort to involve them, but still many of them do not involve themselves in contesting and becoming leaders. The study recommends for psycho-education programs to raise awareness of students with disabilities to get involved in leadership. Also, creating supportive environment for them to feel comfortable in involving themselves in leadership activities.

THE INFLUENCE OF DIGITAL TRANSFORMATION ON THE PERFORMANCE OF HIGHER LEARNING INSTITUTIONS IN TANZANIA. EVIDENCE FROM SELECTED INSTITUTIONS IN THE ARUSHA REGION

Jane J Tesha — 2025-12-30

Digital technologies have the potential to revolutionize education in developing countries. The adoption and effective utilization of these tools remain inconsistent and fragmented. The educational digitalization comes with unprecedented challenges and opportunities. This study examines the Digital Transformation of Educational Institutions in Arusha City, Tanzania. Specifically, the study examined factors for the digitalization of the education sector, challenges facing the implementation of the digitalized education sector, and strategies for the implementation of the digitalization of the education sector in Arusha City, Tanzania. The study used a pragmatist research philosophy& Technological Determinism Theory. Sequential Explanatory Design & mixed methods approach were adopted. Descriptive statistics and thematic analysis were employed. A total of 101 respondents were selected using stratified and simple random sampling techniques. Reliability of the students’ questionnaire was tested and Cronbach coefficient Alpha value of r=0.716 was obtained. While the trustworthiness of the instrument for collecting the qualitative data was done by triangulation and ensuring its credibility, transferability and dependability, indicating that the instruments were fairly reliable. The study reveals that technological advancements, ICT policy and vision, availability of ICT infrastructure, government influence, growing digital literacy, and emergence of pandemics like COVID-19 are factors that influence the digitalization of the education sector. The critical barriers are limited ICT infrastructure, financial constraints, insufficient training, inadequate funding, and political interference. For strategies, strengthening infrastructure and increasing funding are seen as the most critical while capacity building, policy piloting, and cloud adoption serve as strategic enablers. Digital transformation in education should be approached holistically with technological, financial, human, and policy elements all integrated.

ASSESSMENT PRACTICES AND CHALLENGES IN ACHIEVING COMPETENCY-BASED EDUCATION IN TANZANIA

deomeney dmeney — 2025-12-30

The study aimed to analyze assessment practices employed by teachers in primary and secondary schools in Tanzania, examine the alignment of these practices with competence-based education and explore the contextual and structural factors influencing their implementation. A systematic literature review was conducted, focusing on 24 empirical studies published between 2020 and 2025, with 10 addressing primary education and 14 addressing secondary education. The review excluded policy documents, concentrating solely on peer-reviewed journal articles to capture classroom-level practices and evidence-based insights. The findings revealed that teachers employed a variety of assessment strategies, including classroom exercises, written tests, projects, and observation-based tasks, but the extent of their application varied and traditional tests were predominant. Partial alignment with competence-based education was observed, with many assessments not fully measuring competencies such as problem-solving and critical thinking, reflecting differences in teacher competence and familiarity with the curriculum. Contextual and structural factors, including limited teaching materials, overcrowded classrooms, and inadequate laboratory facilities, further constrained the implementation of competence-based assessment. Based on these findings, the study recommends targeted professional development to enhance teachers’ skills in interactive and performance-based assessments, provision of adequate learning resources and improvements in the learning environment to support consistent application of varied assessment methods and promote students’ mastery of key competencies.

OBSTACLES HINDERING THE INVOLVEMENT OF UNIFORMED WOMEN IN PEACE KEEPING OPERATIONS AT THE IMMIGRATION DEPARTMENT IN DODOMA, TANZANIA

Saimon Ally — 2025-12-30

This study aimed to examine the obstacles hindering the involvement of uniformed women (UW) in peacekeeping operations (PO) within the Immigration Department in Dodoma, Tanzania. Being guided by conflict theory, the study adopted a constructivist research philosophy, utilizing a qualitative research approach and a case study design. Data were collected from 16 key informants through document review and in-depth interviews. The qualitative data were analyzed using content analysis and presented in narrative form, supported by direct quotations. The findings revealed several obstacles limiting the involvement of UW in PO, including inadequate support systems, cultural norms and societal attitudes such as hesitation of male colleagues to follow a female team leader in peacekeeping operations, limited access to opportunities and a hostile work environment i.e. gender biasness and discriminatory deployment practices. The study concluded that the participation of UW in PO at the Immigration Department remained low, largely due to perceptions of bias and lack of transparency in the selection criteria. To address these challenges, the study recommends that the Immigration Department establish transparent and objective selection processes, involving an independent selection committee to ensure fairness and equal opportunities for UW in peacekeeping operations.

THE INFLUENCE OF SELF-ESTEEM ON AGGRESSIVE BEHAVIOUR AMONG EARLY ADOLESCENTS IN SELECTED PRIMARY SCHOOLS IN ARUSHA CITY

Godwin Urio — 2025-12-30

The study assessed the influence of self-esteem on aggressive behaviour among early adolescents in selected primary schools in Arusha City, Tanzania. Specifically, the study had two objectives: (a) Assessing the levels of self-esteem among early adolescents in selected public and private primary schools. (b) Examining the relationship between self-esteem and early adolescent aggressive behaviour in selected primary schools. The study utilized quantitative research approach, guided by correlation research design, using structured questionnaire. The social identity theory was used to guide the study. Data were analyzed using spearman correlation coefficient and Independent t-test was performed so as to compare the level of self-esteem between private and public primary school’s early adolescents. The results indicated that there were statistically significant differences in level of self-esteem between early adolescents in private and primary school where (M=28.041, SD=4.36) for private and (M=24.25, SD=3.93) for public, the mean difference was statistically significant at (P= 0.001< 0. 05). Lastly, the results showed negative relationship between self-esteem and early adolescent’s aggressive behaviour (r =-.325) the p-value (.001). The study recommends the introduction and incorporates self-esteem as moral development programme in the school curriculum. Furthermore, teachers should be educated on importance of self-esteem in shaping pupils’ behaviour rather than basing much on punitive measure which have been proved unsuccessfully.

STUDENTS PERCEPTION ON THE INFLUENCE OF SELF EFFICACY, SOFT AND TECHNICAL SKILLS ON TVET GRADUATE EMPLOYABILITY IN TANZANIA: A CASE OF INSTITUTE OF ACCOUNTANCY ARUSHA

Mbogo Kabeke Dominico — 2025-12-30

Unemployment has become a major concern due to the global economic environment. Numerous employers and researchers hold the opinion that most TVET graduates lack the employable skills necessary to meet the demands of the labor market today. However, there are limited studies focused on student’s perception on the influence of self-efficacy, soft and technical skills on TVET employability. Human capital theory was used to guide this paper. The paper grounded on positivism research philosophy. A deductive reasoning approach guided the study, starting from theory to hypothesis testing, with a descriptive-correlational research design aimed at examining the influence of self-efficacy, soft skills, and technical skills on graduate employability among TVET students. The study was conducted at the Institute of Accountancy Arusha. Data were randomly collected from the population of 1,858 which cover all NTA 8 students during the second semester of 2023/2024. Five-point likert scale were used to measure student’s perception on TVET employability, self-efficacy, soft and technical skills. Multiple linear regression and correlations analysis were done. The study found that, soft skills had positive and significant influence on graduate employability (β=0.258, p=0.002). Furthermore, the study found that, technical skills had positive and significant influence on graduate employability (β=0.165, p=0.004). Moreover, self-efficacy had positive and significant influence on graduate employability (β=0.258, p=0.002). Therefore, the study concludes that graduates who possess high levels of self-efficacy, soft skills, and technical skills have a greater chance of securing employment in a competitive labor market. It is recommended that TVET institutions review and update their curricula to better align with the needs of the current labor market, thereby enhancing graduates' chances of securing employment in modern organizations.

THE ROLE OF TRANSFORMATIONAL LEADERSHIP IN ENHANCING STUDENTS' ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ARUSHA DISTRICT COUNCIL, TANZANIA

VICENT MAIJEY — 2026-01-15

This study examined the role of transformational leadership style on enhancing students’ academic performance in public secondary schools within Arusha District Council, Tanzania, who served as key informants, respectively. The data were analyzed separately using descriptive and thematic approaches. The data were analyzed separately using descriptive and thematic approaches within the context of Path-Goal theory. Simple random and purposive sampling techniques were used to recruit participants into the study, with the sample size determined using Yamane’s formula. The findings revealed that transformational practices had a positive impact on students’ academic performance in the studied area. In particular, the results highlighted the importance of enhancing teachers' and students' motivation, open communication, involvement, improving feedback quality, and creating a supportive learning environment, which were found to impact students’ learning outcomes. Based on these results, the study recommends that education administrators and planners develop and support leadership training initiatives that focus on building transformational traits among secondary school leaders. Finally, school management should introduce mentorship and ongoing professional development programmes that nurture and strengthen transformational leadership qualities geared to enhance students’ learning outcomes.

APPRAISING THE NIGHTMARE OF THE VOIR DIRE TEST IN MAINLAND TANZANIA

winniefrida ngowi — 2025-12-30

Voir dire is the process of examining the competence of a witness, particularly a child of tender age, to determine their ability to testify and understand the duty to speak the truth. It plays a crucial role in ensuring that the evidence admitted in court is both reliable and legally sound. In Tanzania, voir dire is specifically provided for in the provision of Section 127(2) of the Evidence Act, which requires a trial court to conduct an inquiry where a witness is a child of tender age who does not understand the nature of an oath. This procedural safeguard, while vital, has in practice presented numerous legal and procedural challenges. This article probes the "nightmare" surrounding the application of voir dire in Tanzanian courts by critically analysing its legal context, statutory framework, and judicial interpretation, and examining its practical use primarily in criminal proceedings. By examining case law, judicial attitudes, and procedural inconsistencies, the study highlights the significant hurdles faced by Tanzanian courts, including the lack of clear procedural guidelines, the silence of the law in some instances, and the complex nature of the test. Additionally, the paper explores the impact of these challenges on the integrity of the judicial process, particularly concerning the protection of defendants' rights and the promotion of justice. The study offers recommendations for reforming the voir dire process in Tanzania, including the development of structured guidelines, enhanced judicial training, and the potential adoption of alternative methods such as involving jurors or assessors who are knowledgeable in child law and proficient in examining child witnesses. The research ultimately seeks to offer practical solutions to alleviate the difficulties associated with voir dire in Tanzanian courts, thereby improving the efficiency and fairness of the judicial system when examining a child of tender age.

INFORMATION AND COMMUNICATION TECHNOLOGY APPLICATION ON RECORDS KEEPING IN LOCAL GOVERNMENT, TANZANIA. A CASE OF ARUSHA CITY COUNCIL

Asifiwe L. Mutaki — 2025-12-30

In most endeavors, ICT usage in procurement has facilitated favorable conditions for collecting more consistent, informed, and reliable data on procurement processes, thereby enhancing procurement performance. This study re-examined the worth of ICT procurement applications in records management and procurements in local government authorities, particularly in Arusha City Council. The study adopted an explanatory quantitative design to examine how the application of ICT in procurement record management affects procurement performance, focusing on three selected wards in Arusha City Council. A sample size of 126 employees was determined using a statistical formula based on assumed awareness levels of procurement activities, and participants were selected using both purposive and probability sampling. Data were collected through questionnaires and interviews, and analyzed using descriptive statistics. Results showed that the ICT application on procurement report generation has a positive effect on enhancing procurement performance. Also, ICT applications on the availability of procurement records, accessibility of procurement records, and provision of procurement records have high effects in enhancing procurement performance. The study concludes that ICT adoption in procurement significantly strengthens performance by enhancing record availability, accessibility, provision, and transparency. The study can be applied by guiding public institutions to invest in ICT systems that improve record management, transparency, and accountability in procurement activities. It also provides policymakers with evidence to develop strategies and regulations that promote digital procurement practices to enhance overall performance and service delivery. Given the conclusion, the local government authorities in Tanzania should ensure that all staff in the procurement management units are proficiently capacitated in the use of the ICT applications in procurement record management; ICT systems used for procurement records should be adequately protected against cybercrimes to prevent any attempt to maliciously distort procurement records. This is also making sure that all procurement functions and processes are carried out through ICT systems.