Head Teachers’ Perspectives on Children’s Transition from Pre-Primary to Primary School in Tanzania

Abstract

Along with the importance of the transition period in children’s learning and development, research evidence indicates that educational researchers have paid less attention to the education-associated transition. In addressing this research gap, this study aimed to explore head teachers’ perspectives on children’s transition from pre-primary to primary school. The study employed a qualitative case study design where a semi-structured interview was employed to collect data. A purposive sampling technique was employed to select nine (9) head teachers from nine (9) public primary schools. The collected data were thematically analysed. The findings indicated that head teachers hold different conceptions of children’s transition from pre-primary to primary school. Three perspectives emerged from head teachers’ conceptions: shaping children’s experiences, a traumatic period in students’ school life, and multidimensional development. The study concluded that, despite lacking formal training in early childhood education, head teachers appeared to understand the key aspects of children’s transition. The study recommends the provision of in-service training programmes to head teachers on early childhood education management and its related provisions, and conducting further research on early childhood education leadership.