Effects of teachers’ professional misconduct on students’ achievement in Karatu district, Tanzania
| dc.contributor.author | Paul, Venance | |
| dc.date.accessioned | 2019-11-29T10:46:50Z | |
| dc.date.accessioned | 2020-01-08T09:15:09Z | |
| dc.date.available | 2019-11-29T10:46:50Z | |
| dc.date.available | 2020-01-08T09:15:09Z | |
| dc.date.issued | 2014 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1779T34P38) | en_US |
| dc.description.abstract | This study examined the effects of teachers’ professional misconduct on students’ achievement in secondary schools in Karatu, Tanzania. Specifically, the study sought to determine the types and nature of teachers’ misconduct, investigate the effects of teachers’ professional misconduct on students’ achievement and identify the strategies for curbing teachers’ misconduct to enhance students’ achievement. The study employed a mixed approach, and a case study design. Purposive sampling, simple random and stratified sampling were used to obtain a sample of 97 participants. The information was collected through interviews, documentary review and questionnaires. Data from the field were analysed through content analysis while tables and frequencies were presented to supplement quantitative information. The study came up with the following findings. Firstly, teachers were implicated in misconduct cases such as absenteeism, alcoholism, lack of punctuality, illicit sexual relationship with students and unethical dressing. Socioeconomic factors contributed to such misconducts among teachers. Secondly, the study found that teachers’ professional conduct linked with students’ achievement. Teachers’ misconduct altered students’ attitude towards the school and schooling and deprived students of their right to consult teachers. Moreover misconduct made teachers fail to cover the syllabus on time. Thirdly, the strategies schools used to deal with teachers’ professional misconduct were found to include teachers’ attendance registers and class journals, school inspection, teacher professional development and the effectiveness by school heads of making teachers accountable. The study concludes that teachers’ misconduct deprived students of the requisite help they need to enhance their achievement. The study thus recommends that the government through the Ministry of Education and Vocational Training (MoEVT) to improve teachers’ welfare and boost their teaching morale. Also, teachers should always strive to help students regardless of the operational environment and failing of the employer. | en_US |
| dc.identifier.citation | Paul, V. (2014) Effects of teachers’ professional misconduct on students’ achievement in Karatu district, Tanzania, Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4483 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Professional ethics | en_US |
| dc.subject | Students | en_US |
| dc.subject | Academic achievements | en_US |
| dc.subject | Karatu district | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Effects of teachers’ professional misconduct on students’ achievement in Karatu district, Tanzania | en_US |
| dc.type | Thesis | en_US |