Instructional competencies as key determinants in improving teaching and learning processes in higher learning institutions in Tanzania

Abstract

This study examined instructional competencies as key determinants in improving teaching and learning processes in Tanzania's Higher Learning Institutions (HLIs). Specifically, the study intended to examine perceived key determinants of instructors’ instructional competencies and to establish the associations among the variables. Stratified proportional, simple random and purposive sampling techniques were used to generate data from 205 instructors. Thematic and logistic regression models were used to analyse data. The findings revealed that university instructors conceived several key determinants of their instructional competencies: mastery of the content, pedagogical competency, transactional competency, and classroom management skills. However, this study revealed that some instructors had limited knowledge and skills in classroom management. The study concludes that a lack of key instructional competencies may affect the instructor’s teaching ability, thus making them fail to capture students’ potential. This study, therefore, recommends that mandatory workshops and seminars be conducted for instructors who did not go through teacher education.