2026 IJRSE – Volume 15 Issue 20
Available Online: 20 September 2026
Author/s:
Rupia, Aisa*
St. Augustine University of Tanzania, Tanzania (aisarupia19@gmail.com)
Mkulu, Demetria
St. Augustine University of Tanzania, Tanzania (mkuludemetria@gmail.com)
Abstract:
The anticipated 2028 double cohort in Tanzania is expected to increase demand for qualified secondary school teachers, thereby placing additional pressure on higher learning institutions responsible for teacher preparation. This study examines the preparedness of higher learning institutions in Mwanza Region to support teacher interns for the implementation of the 2028 double cohort. Guided by General Systems Theory, the study conceptualizes institutional preparedness as an interconnected condition involving teaching and learning resources, professional training, practical teaching experience, mentorship, supervision and institutional feedback. A qualitative research approach and case study design were employed. Data were collected from 50 participants through 20 semi-structured individual interviews and 30 participants in focus group discussions. Thematic analysis was used to identify patterns across participants’ experiences and perceptions. The study found that institutions possessed basic teaching and learning resources, but concerns remained regarding adequacy, accessibility and effective use. Professional training was considered useful but required stronger integration of theory with practical classroom experience, particularly in classroom management, ICT integration, assessment and teaching large and diverse classes. Teacher interns generally perceived institutional readiness as partial rather than complete. The study concludes that effective preparation for the 2028 double cohort requires strengthened institutional resources, practice-oriented teacher education, effective mentorship and stronger university–school partnerships.
Keywords: teacher preparation, teacher interns, institutional preparedness, double cohort, higher learning institutions, Tanzania
DOI: https://doi.org/10.5861/ijrse.2026.26397
Cite this article:
Rupia, A., & Mkulu, D. (2026). Preparedness of higher learning institutions for teacher interns in Tanzania’s 2028 double cohort. International Journal of Research Studies in Education, 15(20), 161-175. https://doi.org/10.5861/ijrse.2026.26397
* Corresponding Author