Reshaping teachers’ professional identity recognition in selected public primary schools in Temeke municipality

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Date
2019
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Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
This study examined reshaping teachers’ professional identity recognition in selected public primary schools. The study had four objectives namely; To explore how primary school teachers have contribute in constructing their own professional identity in the society; To examine how social and political institutions have contributed in reshaping primary school teachers’ professional identity ; To identify the reasons for the perceived instability in primary school teachers’ status in teaching profession and To identify strategies that primary school teachers and other education stakeholders can develop to restore teachers’ professional identity. The study used qualitative research approach. It was conducted in three wards, namely; Mbagala, Yombo Dovya and Chamanzi in Temeke Municipality with a sample of 60 participants. The sample was obtained using purposive sampling and convenient sampling. Data were collected using interview and analyzed using discourse analysis focusing on interpretation of language, statements and actions based on texts and context. The findings indicated that the contribution of primary school teachers in contracting their own professional identity in the society includes; teachers’ career development, teachers’ construction of their own houses, engagement of teachers in business and entrepreneurship, hard working and warming between teachers in staffrooms. The social and political institutions which have been contributing in reshaping primary school teachers’ professional identity were court, Tanzania Teachers Union and State political leaders. However the reasons for the perceived instability in primary school teachers’ colleges, regular curriculum changes, lack of adequate involvement of teachers in policy decisions making, poor working conditions, frequent political and education policy changes, professional misconducts, poor performance in examinations, low teachers’ remunerations and lack of adequate capacity building to primary school teachers. The study concluded that primary school teachers have low value and respect to parents and the society . Lastly, the study recommended that the government should improve working environment in order to influence teachers to feel proud of being in teaching profession and teachers were advised to work hard and adhere to professional code of conduct.
Description
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LB1775.8.T34J634)
Keywords
Teachers professional, Public Primary Schools, Temeke Municipality
Citation