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Article
Publication date: 17 June 2024

Jubilate Rogathe Shuma, William A.L. Anangisye and Mjege Kinyota

This paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct…

Abstract

Purpose

This paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct in Tanzanian primary schools.

Design/methodology/approach

This qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke’s (2006) framework of thematic analysis.

Findings

Opportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology.

Practical implications

The study provides useful insights into how to reshape teachers’ ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences.

Originality/value

The opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools.

Details

Quality Assurance in Education, vol. 32 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 2 June 2023

Enitha M. Msamba, Erasmus A. Msuya and William A.L. Anangisye

In Tanzania, in-service training was implemented to facilitate teachers understanding and implementation of the competency-based curriculum in the English language. This study…

Abstract

Purpose

In Tanzania, in-service training was implemented to facilitate teachers understanding and implementation of the competency-based curriculum in the English language. This study aims to evaluate whether or not the in-service training was effectively planned to achieve its goals.

Design/methodology/approach

The study used a narrative research design that focuses on analysing the story of a particular event, object or programme as it occurred in a specific social context. Thirty-two purposefully selected respondents were interviewed, and data were analysed using the thematic approach.

Findings

The study found strengths and weaknesses in the in-service training planning process. The strength included coherence between the need for in-service training and country priority. Moreover, collective participation was promoted since all trainees were English language teachers. Perceived weaknesses included a lack of coherence between training objectives and teachers’ actual needs. Equally, collective participation was limited because trainees taught mixed grades with varied work environments and experiences. Besides, heads of schools were not involved in training planning. Even those tasked with a lead role in cascading training to untrained teachers lacked the confidence and competence to do so.

Originality/value

The study contributes to the body of knowledge by uncovering weaknesses associated with in-service planning in Tanzania. The study calls upon the future planners of in-service training to consider the elements of effective in-service training during the planning and ensure that the views of all stakeholders at the macro and micro levels are assessed for quality programme implementation and better results.

Details

Quality Assurance in Education, vol. 31 no. 4
Type: Research Article
ISSN: 0968-4883

Keywords

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