Nkanileka Loti Mgonda
Biographic Data
| ID | 4098889 |
|---|---|
| NAME | Nkanileka Loti Mgonda |
| GIVEN NAMES | Nkanileka Loti |
| FAMILY NAME | Mgonda |
| SIGNATURE | MGONDA N L |
| AFFILIATIONS | University of Dar es Salaam |
| ORCID | 0000-0002-1610-9014 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Exploring factors for persistence of students’ sexual abuse incidents in secondary schools in Ngara District – Tanzania
This study aims to explore the factors for the persistence of students’ sexual abuse incidents in secondary schools. The study utilized a qualitative approach and a case study design involving 74 informants. Data were gathered from semi-structured interviews and FGDs and analysed thematically. Findings reveal that factors for the persistence of students’ sexual abuse incidents in secondary schools include social and cultural beliefs, poor enforce…
Toward an Alternative Pedagogical Framework to Learner-Centered Pedagogy
Amid the global surge of learner-centered pedagogy (LCP) as a “universal panacea,” this article proposes an alternative pedagogical framework in Tanzania encompassing (1) historically nurtured pedagogies, (2) currently valued pedagogies, and (3) globally promoted LCP. Using the comparative case study (CCS) approach and the capability approach (CA), this research explores educational development in Tanzania through a historical lens, the interacti…
The role of teachers’ implicit social goals in pedagogical reforms in Tanzania
Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers’ choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions take…
Building an assessment of community-defined social-emotional competencies from the ground up in Tanzania
Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient fac…
Indicators for the Measurement of Teachers' Professional Identity across Asia and Africa
The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each ot…
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Building an assessment of community-defined social-emotional competencies from the ground up in Tanzania
Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient fac…
Indicators for the Measurement of Teachers' Professional Identity across Asia and Africa
The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each ot…
The role of teachers’ implicit social goals in pedagogical reforms in Tanzania
Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers’ choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions take…
Toward an Alternative Pedagogical Framework to Learner-Centered Pedagogy
Amid the global surge of learner-centered pedagogy (LCP) as a “universal panacea,” this article proposes an alternative pedagogical framework in Tanzania encompassing (1) historically nurtured pedagogies, (2) currently valued pedagogies, and (3) globally promoted LCP. Using the comparative case study (CCS) approach and the capability approach (CA), this research explores educational development in Tanzania through a historical lens, the interacti…
Exploring factors for persistence of students’ sexual abuse incidents in secondary schools in Ngara District – Tanzania
This study aims to explore the factors for the persistence of students’ sexual abuse incidents in secondary schools. The study utilized a qualitative approach and a case study design involving 74 informants. Data were gathered from semi-structured interviews and FGDs and analysed thematically. Findings reveal that factors for the persistence of students’ sexual abuse incidents in secondary schools include social and cultural beliefs, poor enforce…
Psychology (5 works) · Sociology (4 works) · Tanzania (4 works) · Political science (3 works) · Socioeconomics (3 works) · Teacher Education and Leadership Studies (3 works) · Developmental psychology (2 works) · Global Educational Policies and Reforms (2 works) · Mathematics education (2 works) · Medicine (2 works)