Montessori pedagogy‘s alignment with the Tanzanian education system: stakeholder perceptions and system-level implications for early childhood practice

Abstract

This qualitative multi-site study explored stakeholders’ perceptions of Montessori pedagogy, its contribution to early learning, and its alignment with Tanzania’s education system. Data were collected from 74 policymakers, teacher educators, school heads, teachers, trainee-teachers, and parents across six regions and analysed using an abductive thematic approach. Initial inductive coding identified recurring meanings, perceived benefits, and concerns, which were subsequently interpreted through Diffusion of Innovations Theory and sociocultural theory. Diffusion theory informed analysis of perceived compatibility, relative advantage, feasibility, and adoption barriers, while sociocultural theory guided interpretation of how Montessori practices were negotiated across classroom, institutional, and policy contexts. Findings indicate that Montessori pedagogy was perceived positively and as broadly aligned with Tanzania’s Education for Self-Reliance philosophy, national curriculum, and child-centred learning goals. Stakeholders associated Montessori-informed practice with children’s independence, concentration, social interaction, practical competence, and holistic development, as well as shifts in teachers’ roles towards observation and facilitation. However, wider integration into public schools was constrained by overcrowded classrooms, shortages of trained personnel, limited materials, weak mentoring, and uneven institutional support. The study concludes that sustainable uptake is more likely through context-sensitive adaptation and incremental integration of Montessori-aligned principles than through wholesale replication of the Montessori model.