Lecturers' teaching competencies towards improving teaching and learning process in universities in Tanzania: Students' perspectives

Abstract

This study examined lecturers' teaching competencies at universities in the attempt to improve the teaching and learning process by considering students' perspectives. Specifically, the study examined indicators of lecturers' teaching competencies in universities as well as establishing whether there is a relationship between students' perceived lecturers' teaching competencies and students' demographic parameters. The study used a cross-sectional survey design to generate data from 422 undergraduate students from three public universities in Tanzania using a questionnaire. Means, standard deviations, percentages and the independent T-test were used to analyse data. Experts and peer reviews were carried out to determine the validity of the study. The study's reliability was assessed using Cronbach Alpha in which content competency = 0.889, pedagogical competency = 0.809, assessment and evaluation skills = 0.701, and technological competency = 0.777 show acceptance of theoretical constructs. From the findings, students perceived content, pedagogical, assessment and technological competencies are key indicators of lecturers' teaching competencies that improve the teaching and learning process. Based on demographic factors, there was no relationship among the four variables. These findings imply that university lecturers are required to possess and master the perceived competencies and see how best they connect these competencies to students' needs, beliefs and aspirations during their teaching processes. Thus, in designing their lesson, lecturers have to consider the four teaching competencies, which in turn may improve students' performance. The study recommends a policy guideline by the Tanzania Commission for Universities for academicians to undergo training on assessment, pedagogy and technology. This will help lecturers to develop a common understanding of the teaching competencies and maintain teaching quality. Furthermore, universities should mobilize their resources and set aside enough funds to buy ICT facilities so that lecturers can easily integrate technology into their teaching processes so as to meet the current demand for technological advancement.

Keywords: Assessment skills; Content competency; Pedagogical competency; Teaching competency; Technological competency.

Fig. 1

Adopted Westera's model of Teacher's competency [20].