Early Grade Teachers’ Implementation of Phonics-based Literacy Instruction for Reading Skills Development: Do Teachers’ Professional Experiences Make a difference?

Abstract

In-service training in phonics-based literacy instruction comparing the USAID and non-USAID Jifunze Uelewe schools has not been focused on by the research team in Tanzania. Thus, there has been limited evidence to inform planning and implementing lessons improving reading skills among early grades pupils using phonics-based literacy instruction. Three data collection methods were used: in-depth interviews, classroom observation and a questionnaire reaching 305 participants (208 early-grade teachers, and 97 Ward Education Officers) in 50 public schools (40 in the Tanzania mainland and 10 from Zanzibar). Content analysis was used to analyse responses given by teachers’ and education quality assurance officers on the focused research questions. The results indicate that teachers reported receiving better support for teaching practices than for the preparation of materials or for growing their content knowledge. Also, the programmes rarely help teachers gain skills for teaching children with special needs. Overcrowded classrooms and lack of technological materials were reported to compromise teachers’ ability to promote responsive classrooms in their teaching. A good number of teachers (78%) in the USAID Jifunze Uelewe regions and 48% from non-USAID regions had an opportunity to attend in-service professional development on working with special needs children. Some teachers felt less satisfied with the in-service training they received as it was conducted over a short period, thereby not impacting their teaching skills. The study concludes that in-service training, especially mentoring and coaching, should be sustained to improve teachers’ knowledge and skills to prepare and deliver phonics-based lessons appropriately.