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RESEARCH PAPER

1. A Comparative Exploration of Administrative Leadership on EduDigitality in Secondary Schools across Tanzania and India Research Proposal for the partial fulfilment of the requirements for the Degree of Doctor of Philosophy   RESEARCHER Nyanda Benjamin SUPERVISOR Dr. Kiran Lata Dangwal DEPARTMENT OF EDUCATION UNIVERSITY OF LUCKNOW LUCKNOW 2022

2. Title: A Comparative Exploration of Administrative Leadership on EduDigitality in Secondary Schools across Tanzania and India 3/11/2024 2

3. 3/11/2024 3 INTRODUCTION Tanzania and India are two diverse countries with unique historical, cultural, and economic contexts, exhibit distinct educational systems. Tanzania and India serve as interesting subjects for a comparative study due to their distinct socio-economic contexts, educational systems, and technological infrastructures. Both countries exhibit unique characteristics that make them convincing cases for exploration. In terms of education, Tanzania and India represent various approaches to addressing challenges such as access, quality, and inclusivity.

4. 3/11/2024 4 INTRODUCTION Tanzania has been implementing education reforms to enhance access and quality in its education system, while India, with its vast and diverse population, faces its own set of challenges in ensuring reasonable access and improving the quality of education. Comparing these two systems can provide valuable understanding into the effectiveness of different strategies in addressing common educational challenges.

5. 3/11/2024 5 Tanzania (School) Education System : It is structured into 2+7+4+2+3 + system. Source: https ://education-profiles.org/sub-saharan-africa/united-republic-of-tanzania/~ united-republic-of-tanzania

6. 3/11/2024 6 Source: https :// www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf India (School) Education System: It is structured into 10+2+3+4 system . Ten years of primary and secondary education, Two years of senior secondary, and A minimum of three years of higher education.

7. Cont.… The technological situations of Tanzania and India: Tanzania is still in the process of developing its technological infrastructure. India has experienced rapid technological advancement and is known for its wealthy IT industry. 3/11/2024 7

8. Variables 3/11/2024 8 Administrative Leadership (Independent V) EduDigitality (Dependent V)

9. Administrative Leadership and EduDigitality Are responsible for setting the vision and creating a strategic plan for the integration of digital technologies . Play a crucial role in securing funding, allocating resources, and providing professional development opportunities for teachers to enhance their digital literacy skills . They are fundamental in shaping the direction of EduDigitality in secondary schools They can influence the adoption and sustainability of digital initiatives that enhance the overall educational system. 3/11/2024 9

10. Administrative Leadership in Secondary Schools Are responsible for setting the vision and creating a strategic plan for the integration of digital technologies. Play a crucial role in securing funding, allocating resources, and providing professional development opportunities for teachers to enhance their digital literacy skills. They are fundamental in shaping the direction of EduDigitality in secondary schools They can influence the adoption and sustainability of digital initiatives that enhance the overall educational system. 3/11/2024 10

11. EduDigitality in Secondary Schools EduDigitality is a new idea that combines education and digital technology, and it is changing the traditional way of teaching and learning. It includes the use of digital tools, platforms, and resources to enhance teaching and learning experiences. 3/11/2024 11

12. Research Objectives i. To examine and compare the current educational administrative leadership systems across Tanzania and India. ii. To access the availability of EduDigitality facilities and their uses in in secondary schools in Tanzania and India. iii. To explore the role of administrative leaders’ support on adoption of EduDigitality in secondary schools in Tanzania and India. iv. To examine the level of awareness among administrative leaders on EduDigitality across Tanzania and India. 3/11/2024 12

13. Research Objectives v. To explore the perceptions of teachers towards administrative support for EduDigitality across Tanzania and India. vi. Assess the impact of administrative policies and decision-making on the implementation of EduDigitality in secondary schools in Tanzania and India. vii. To establish strategies in implementing EduDigitality use in secondary schools in Tanzania and India 3/11/2024 13

14. Operational Definition of Key Terms EduDigitality: This implies the integration of digital technologies and tools in the teaching-learning process. Administration leadership: in this study it refers to the formalized system which is intended to control, supervise, plan and make decisions about various activities of the organization on the basis of established authority. Public secondary school: A public secondary school refers to an educational institution that provides education to students in the secondary or high school level. 3/11/2024 14

15. Operational Definition of Key Terms Information and Communication Technology (ICT): is a diverse set of technological tools and resources used to communicate, to create, to disseminate, store and manage information. The teaching-learning process: is a complex and dynamic interaction between an educator (teacher or facilitator) and learners (students or participants) that aim to transfer knowledge, skills, or values from the teacher to the learners. 3/11/2024 15

16. Delimitation of the Study The study will be carried out in public secondary schools in Tanzania and India. The study is targeting administrators’ and teachers of the sampled schools. The study will consider only public secondary school because results from public secondary school will be easily generalized. 3/11/2024 16

17. Methodology of the Study Study Area- The study will be will conducted in the selected public secondary schools in Tanzania and India. The rationale is due to fact that Tanzania and India have different ways of teaching and learning. Research Design- This study will use mixed methods design where as both quantitative and qualitative information will be adopted. 3/11/2024 17

18. Cont.…. Research Approach- This research will employ both quantitative and qualitative approaches. Population- the target population of this study are administrators and teachers across Tanzania and India. Sampling Strategies- Simple Random Technique will used to select teachers and schools while Purposive sampling will be employed to select administrative leaders as key informants for interviews. 3/11/2024 18

19. Cont.… Sample Size- the study will be determined by Kothari (2014) who commented that a sample of 10% to 30% is appropriate for descriptive studies. Therefore, the sample size will be , n=154. Types and Sources of Data - This study will employ both primary and secondary. Data Collection Methods- Questionnaire will serve as the primary method for collecting data and interviews will be used with key informants associated with selected administrative leaders.   3/11/2024 19

20. Cont.…. Data Quality Control- The researcher will conduct a pilot study in two schools to assess the validity of the study. The instrument will be Administered to the same group of participants at two different points in time and then compare the results. 3/11/2024 20

21. Cont.…. Data Analysis- The quantitative data collected will undergo analysis through descriptive statistics. Qualitative data obtained will be analyzed through to content analysis. Ethical Consideration - the researcher will seek permission from the authorities of the chosen public secondary school in Tanzania and India, to conduct the research. Respondents will be guaranteed confidentiality regarding the information they provide, assuring them that it will be used only for research purposes. 3/11/2024 21

22. References Perkins-Jacobs, M. V., (2016). Principals’ perceptions of technology implementation in high schools and their effects on leadership. Theses and Dissertations. 1305http://scholarworks.uark.edu/ etd /1305 . Jogezai , N. A., Ismail, S. A. M. M., & Ahmed, F. ( 2018). ICT integration & the role of school leadership: perceptions of head teachers of secondary schools in Quetta Pakistan. International Journal of Innovation and Scientific 27(1), 155-163. 3/11/2024 22

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