TEACHERS' PERCEPTIONS ON SCHOOL READINESS: A CASE OF MTWARA REGION-TANZANIA

• Main Author: Ibrahim Emilly Nzunda, - (Author)
• Format: Book
• Published: 2022-08-20.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/86377/1/T_PAUD_2010465_Title.pdf; http://repository.upi.edu/86377/2/T_PAUD_2010465_Chapter1.pdf; http://repository.upi.edu/86377/3/T_PAUD_2010465_Chapter2.pdf; http://repository.upi.edu/86377/4/T_PAUD_2010465_Chapter3.pdf; http://repository.upi.edu/86377/5/T_PAUD_2010465_Chapter4.pdf; http://repository.upi.edu/86377/6/T_PAUD_2010465_Chapter5.pdf; http://repository.upi.edu/86377/7/T_PAUD_2010465_Appendix.pdf
• Keywords: L Education (General); LB1501 Primary Education

ABSTRACT This study focused on exploring kindergarten school teachers' beliefs and actions regarding school readiness, as well as how they contribute to the smooth transition of children into school settings in Tanzania's Mtwara Region. A qualitative research approach was employed in this study comprising both primary and secondary sources of data. To allow the researcher to investigate an in-depth of information from the respondents, unstructured and semi-structured interviews with an open-ended interview strategy were used. About 10 kindergarten school teachers were attended as a sample population in this study while following all protocols of interview. Thematic analysis procedures were applied as a qualitative analysis methods to assess and evaluate the findings of the study. The findings of this study revealed different perspectives demonstrated by the kindergarten school teachers basing on the meaning and awareness of school readiness, school readiness skills, school curriculum and learning environments, school readiness assessments and improvements as well as parental and school teachers' roles in school readiness. The findings show that not all kindergarten teachers are familiar with the concept of school readiness, and some of them lack professional certification in the field of early childhood education. Most of them rely on experience to teach children in their respective classrooms. Therefore, it is recommended that on-going in-service training should be done by the government and other education stakeholders to develop a clear understanding of school readiness and transition to school to all kindergarten school teachers. The government should place significant emphasis on ECE professions through empowering various colleges that offers ECE courses across the country, ensuring that prospective teachers have sufficient practical knowledge and abilities necessary to provide high-quality early childhood education in various schools around the country. Key words: school readiness; perceptions; childhood; learning autonomous; Tanzania.