2025 IJRSE – Volume 14 Issue 14
Available Online: 22 July 2025
Author/s:
Ndomondo, Peter
Lucent University, United Kingdom (ndomondopeter@gmail.com)
Paschal, Mahona Joseph*
Independent Researcher, Tanzania (pajo.toronto@gmail.com)
Abstract:
The purpose of this research was to investigate the academic competence of teachers teaching learners with autism in Nyamagana District in Mwanza, Tanzania. It aimed to assess the challenges encountered by teachers teaching learners with autism in primary schools. Finally, the study aimed to find intervention strategies to address these challenges. The study used a mixed-methods research approach and the total number of respondents was 55. The study adopted simple random and purposive sampling to choose the respondents. The data was analyzed using thematic analysis and presented in charts and tables. It discovered that teachers’ competence in teaching learners with autism in Mwanza is low due to challenges like inadequate teaching skills, resources, and poor teaching methods. In conclusion, most teachers in primary schools face challenges when teaching learners with autism because of inadequate teaching techniques and learning resources. The study recommended that the Ministry of Education, Science, and Technology should equip teachers with teaching skills, School organizations should provide professional development for teachers and the government should construct more schools for learners with autism in Tanzania.
Keywords: autism, competence, learners, primary schools, special education, teachers, teaching
DOI: https://doi.org/10.5861/ijrse.2025.25228
Cite this article:
Ndomondo, P., & Paschal, M. J. (2025). Investigating teachers’ competence in teaching learners with autism in Tanzanian primary schools. International Journal of Research Studies in Education, 14(14), 39-50. https://doi.org/10.5861/ijrse.2025.25228
* Corresponding Author