Professional Beliefs Of College Leaders And Its Effects On The Quality Of Grade Iiia Teacher Trainees. The Case Of Kilimanjaro Region In Tanzania

ABSTRACT

This study assessed the influence of the professional beliefs of the college leaders on

the quality of the grade IIIA teacher trainees. It focused on how the college leaders‟

beliefs manipulate the adequacy and efficiency of the teaching context, processes and

resources for quality teacher trainees‟ products. It was guided by Stufflebeam (2003)

CIPP model of evaluation; and employed descriptive research design, mainly on

qualitative approach. It was conducted in two grade IIIA teachers‟ colleges with a total

sample of 120 respondents. Questionnaires, interviews, observation and documentary

review were employed to collect data. It was found that college leaders‟ professional

beliefs affect the quality of the teacher produced in different ways. There were leaders

whose beliefs influenced high quality teacher trainees while others beliefs led to poor

quality teacher trainees‟ products. This was due to the values posed by leaders on the

college teaching context, processes and resources. Based on these findings, college

leaders are advised to embrace their professional beliefs with the teaching values so as

to develop a sense of trust and be good models. It also recommends the Ministry of

Education and Vocational Training to be very careful while appointing educational

leaders and make a close follow up on their performance in posts they are serving.

Where necessary it is advised to provide instructions or withdraw the positions from

those who function below standards. In addition, it is suggested to conduct further

studies in more other teachers‟ colleges in Tanzania to test if there is consistency of the

findings for generalization.

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