Leadership, Teaching and Learning in Times of Crisis in Southern Tanzania

Nipael Mrutu, Peter Kajoro, Hamis Pintson Nkota

Abstract


The outbreak of the COVID-19 pandemic has had a significant impact on education provision worldwide. School leaders, teachers and parents found themselves in uncharted circumstances, which hugely impacted their roles in promoting children’s learning. The purpose of this study was to investigate the roles played by leaders, teachers, and parents during the COVID-19 crisis. This paper discusses teaching and learning in this time of crisis. The study sampled 10 head teachers, 60 schoolteachers and 57 parents representing 10 primary schools in five districts in the Lindi region of Tanzania. A postmodernism lens was applied to respond to questions about the strengths and weaknesses of support structures, such as parents, teachers, and local and central government, in the era of COVID-19. Data indicate that teachers, parents, and even the government, had to try various approaches to shift between different roles involved in addressing learning demands in the era of COVID-19 in Tanzania. Generally, the study identifies complex tensions between the support structures, that had been brought on by the pandemic. It is through understanding the complex tensions and balancing various roles that we can begin to understand the teaching and learning landscape in times of crisis. 

https://doi.org/10.26803/ijlter.22.3.32


Keywords


crisis leadership; distance teaching and learning; COVID-19; Tanzania

Full Text:

PDF

References


Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alhajhoj Alqahtani, R. H. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 101317. https://doi.org/10.1016/j.techsoc.2020.101317

Auma, M., & Achieng, J. (2020). Perception of teachers on effectiveness of online learning in the wake of COVID-19 pandemic. Journal of Humanites and Social Sciences, 25(6), 19–28. https://doi.org/10.9790/0837-2506111928

Coombs, T. W. (2007). Crisis management and communications. Institute for Public Relations, 4(5), 6.

Dayton, B., & Bernhardsdóttir, Á. E. (2009). Crisis management. In International Encyclopedia of Peace. Oxford University Press.

Fadhilah, F. & Hamzah, H. (2022). The perceptions towards the implementation of online learning: A study on ESP teachers and students of UNP. In Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 202 (pp. 185–187). Atlantis Press. https://doi.org/10.2991/assehr.k.220201.015

Fauzi, I., & Sastra Khusuma, I. H. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic conditions. Jurnal Iqra’: Kajian Ilmu Pendidikan, 5(1), 58–70. https://doi.org/10.25217/ji.v5i1.914

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086

Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a Definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224

Kouroupa, A., Allard, A., Gray, K. M., Hastings, R. P., Heyne, D., Melvin, G. A., Tonge, B. J., & Totsika, V. (2022). Home schooling during the COVID-19 pandemic in the United Kingdom: The experience of families of children with neurodevelopmental conditions. Frontiers in Education, 7, 974558. https://doi.org/10.3389/feduc.2022.974558

Mackatiani, C. I., & Likoko, S. N. (2022). Coronavirus era: Implications for reconceptualization of curriculum and delivery in Kenyan primary and secondary schools. The WCCES Chornicle, 6(2).

Mazza, C., Ricci, E., Biondi, S., Colasanti, M., Ferracuti, S., Napoli, C., & Roma, P. (2020). A nationwide survey of psychological distress among Italian people during the COVID-19 pandemic: Immediate Psychological responses and associated factors. International Journal of Environmental Research and Public Health, 17(9), 3165. https://doi.org/10.3390/ijerph17093165

Mutongoza, B. H., Vusi, M., & Babawande, E. O. (2021). Managing higher education institutions in the context of COVID-19 stringency: Experiences of stakeholders at a rural South African university. Perspectives in Education, 39(1), 390–409. https://doi.org/10.18820/2519593X/pie.v39.i1.24

Nikolopoulou, K. (2022). Online education in early primary years: Teachers’ practices and experiences during the COVID-19 pandemic. Education Sciences, 12(2), 76. https://doi.org/10.3390/educsci12020076

Novianti, R., & Garzia, M. (2020). Parental engagement in children’s online learning during COVID-19 pandemic. Journal of Teaching and Learning in Elementary Education (JTLEE), 3(2), 117. https://doi.org/10.33578/jtlee.v3i2.7845

Özüdo?ru, G. (2021). Problems faced in distance education during Covid-19 pandemic. Participatory Educational Research, 8(4), 321–333. https://doi.org/10.17275/per.21.92.8.4

Sahin et al. (2015). Innovative crisis management in construction: Approaches and the process. Procedia - Social and Behavioral Sciences, 195, 2298-2305. https://doi.org/10.1016/j.sbspro.2015.06.181

Sari, D. K., & Maningtyas, R. T. (2020). Parents’ Involvement in distance learning during the Covid-19 pandemic. Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020). https://doi.org/10.2991/assehr.k.201112.018

Shagiakhmetova, M. N., Bystritskaya, E. V., Demir, S., Stepanov, R. A., Grishnova, E. E., & Kryukova, N. I. (2022). Primary teachers difficulties related to compulsory distance education during COVID-19. Contemporary Educational Technology, 14(2), ep357. https://doi.org/10.30935/cedtech/11589

Webb, C. L., Kohler, K., & Piper, R. (2021). Teachers’ preparedness and professional learning about using educational technologies during the COVID-19 pandemic. Journal of Online Learning Research, 7(2), 113–132.

World Bank. (2020). World Development Report 2020: Trading for development in the age of global value chains. https://doi.org/10.1596/978-1-4648-1457-0

Zaipuna, Y. (2017). Overview of broadband connectivity for rural areas – Tanzania as a case study. International Journal of Computer Science and Information Security, 15(4), 312-320.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493