Effectiveness Of Teachers’ Roles In Developing Writing Skills Among Public Primary School Pupils In Tanzania

ABSTRACT

This study explored the effectiveness of teachers’ roles in developing writing skills among public primary school pupils in Namtumbo District Council. The study findings are based on the research questions derived from four specific objectives namely: to investigate teachers’ roles in developing public primary school pupils’ abilities in forming alphabetical letters; to explore teachers’ roles in developing accuracy and coherency in writing among public primary school pupils, to explore challenges facing teachers in developing writing skills among public primary school pupils; and lastly, to explore measures to be taken in addressing challenges facing teachers in developing public primary school pupils. Against this broader aim, qualitative research approach and case study design were employed whereby a total number of 88 participants from eight (8) public primary school pupils in Namtumbo District Council were involved. The study sampled 16 primary school teachers, 8 head teachers purposefully and 64 standard I & II pupils randomly. In this study, classroom observation, unstructured interview, focus group discussion and documentary review techniques were used in data collection. In the same manner, thematic analysis was adopted to determine themes to provide information in regard to the research questions. The study revealed that teachers’ roles in developing writing skills among public primary school pupils were not effectively achieved enough to successfully scaffold pupils to master writing skills. It was further found that teachers lacked literacy teaching skills. The study concluded that, if teachers’ roles are effectively implemented, there will be positive impacts on pupils’ mastery of writing skills. Finally, the study recommended that in-service education and trainings should be regularly provided to teachers and there should be an improvement of the teaching and learning environment