Challenges Facing Teaching Engagement in Education for Sustainable Knowledge Acquisition in Public Secondary Schools in Misungwi District, Mwanza Region- Tanzania

Abstract

The study explored the challenges facing teaching engagement in education for sustainable knowledge acquisition in public secondary schools in Misungwi District, Mwanza Region- Tanzania. The study was guided by a Socio-cultural learning theory developed by Lev Vygotsky (1896-1934). Convergent parallel research design was used under mixed research approach. Study employed sample size of 95 participants out of 324 targeted populations, moreover probability and non- probability sampling used. Quantitative data was collected through questionnaire and analyzed through descriptive statistic with the help of (SPSS) version 21. The Qualitative data were analyzed through thematic analysis and presented through quotations and narratives. Findings indicates that lack of in service training, lack of enough teaching and learning material, lack of enough understanding on the concept of education for sustainable knowledge acquisition as well as lack of enough teaching skills. The study recommended that the local government should ensure provision of pre-service and in-service training on the teaching engagement in education on sustainable knowledge acquisition. This will enhance the effective teaching engagement in education on sustainable knowledge acquisition with regard teachers have enough knowledge and skills on how to ensure the education in sustainable knowledge acquisition.