Vol. 15 (2026): In progress, December 2026

					View Vol. 15 (2026): In progress, December 2026
In this issue:
Published: 15-12-2026
  • The implementation of the transformational leadership style in primary schools for enhancing the pupils' academic performance in Tanzania

    Vicent Boniface Kayombo, Rose Ephraim Matete, Majiyd Hamis Suru
    1-12
    DOI: https://doi.org/10.55056/ed.949
  • Enhancing teachers' resilience in Tanzania: Insights from selected secondary schools in Morogoro Municipality

    Edgar Costantine, Juma Saidi Mwinjuma, Joyce Nemes
    13-27
    DOI: https://doi.org/10.55056/ed.899
  • Examining tutors' understanding of inquiry-based learning in teaching and learning practices in Tanzanian teachers' colleges: a reflection of 7E instructional model

    Vicky Mrosso, Placidius Ndibalema, Abdon Ephrem
    28-47
    DOI: https://doi.org/10.55056/ed.892
  • Determinants of instructors' attitudes toward competency-based curriculum in Tanzanian technical education and training: a correlational study

    Lilian Otieno, Calvin Swai, Huruma Olofea Bwagilo
    48-78
    DOI: https://doi.org/10.55056/ed.932
  • The environmental and logistical factors affecting the implementation of vocational skills curriculum in folk development colleges in Tanzania

    Frenk Josephat, Rose Ephraim Matete, Fortunata Kapasy Pembe
    79-87
    DOI: https://doi.org/10.55056/ed.948
  • Development of pre-reading skills through the implementation of a competency-based approach among pre-primary children in Tanzania: The case of Songea Municipality

    Festo Nguru, Maria John Ally
    88-107
    DOI: https://doi.org/10.55056/ed.883
  • Effective teacher-parent communication strategies for enhancing children's learning in early-grade classes: a cross-contextual study

    Datius Titus Mutangira, Pambas Tandika, Geraldina Edward
    108-127
    DOI: https://doi.org/10.55056/ed.900
  • Strategies for addressing reading comprehension difficulties in English among Standard Six pupils in Tanzania

    Ebby Ngonyani, Rose Ephraim Matete, Johaiven Joel Kashaigili
    128-146
    DOI: https://doi.org/10.55056/ed.893
  • Developing four reading comprehension skills through multiple intelligences: Anunciata Approach (AAp)

    Regina M. Ramos
    147-164
    DOI: https://doi.org/10.55056/ed.895
  • Inclusive education in Tanzanian private primary schools: access and barriers for children with disabilities

    Gloria Timoth Temba, Juhudi Cosmas, Alphoncina Pembe
    165-184
    DOI: https://doi.org/10.55056/ed.888
  • Promoting girls' participation in science education: a Tanzanian secondary schools' perspective

    Stella Fulgence Toto, Daniel Mbonea Mngarah, Huruma Olofea Bwagilo
    185-212
    DOI: https://doi.org/10.55056/ed.933
  • Assessment of employers' ratings and work preparedness of Science Laboratory Technology graduates in Nigeria

    Olabamiji Onifade, Femi Akindimeji, Willie Siyanbola, Yemi Gbadegesin
    213-222
    DOI: https://doi.org/10.55056/ed.869