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

View Vol. 15 (2026): In progress, December 2026
In this issue:
DOI: https://doi.org/10.55056/ed.v15
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
      Abstract views 66  
    • PDF   views 41
    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
      Abstract views 265  
    • PDF   views 149
    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
      Abstract views 175  
    • PDF   views 79
    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
      Abstract views 266  
    • PDF   views 76
    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
      Abstract views 82  
    • PDF   views 36
    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
      Abstract views 231  
    • PDF   views 125
    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
      Abstract views 923  
    • PDF   views 315
    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
      Abstract views 119  
    • PDF   views 46
    DOI: https://doi.org/10.55056/ed.893

  • Developing four reading comprehension skills through multiple intelligences: Anunciata Approach (AAp)

    Regina M. Ramos
    147-164
      Abstract views 150  
    • PDF   views 39
    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
      Abstract views 158  
    • PDF   views 78
    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
      Abstract views 145  
    • PDF   views 81
    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
      Abstract views 127  
    • PDF   views 57
    DOI: https://doi.org/10.55056/ed.869