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Why are Teachers Motivated to Behave Unprofessionally? A Qualitative-Data-Based-Inquiry on Education Stakeholders’ Experiences in Tanzania

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dc.creator Anangisye, William A. L.
dc.date 2016-03-18T10:13:21Z
dc.date 2016-03-18T10:13:21Z
dc.date 2011
dc.date.accessioned 2018-04-18T12:16:30Z
dc.date.available 2018-04-18T12:16:30Z
dc.identifier Anangisye, W.A., 2011. Why are Teachers Motivated to Behave Unprofessionally? A Qualitative-Data-Based-Inquiry on Education Stakeholders’ Experiences in Tanzania. Lwati: A Journal of Contemporary Research, 8(1).
dc.identifier 1813-2227
dc.identifier http://hdl.handle.net/123456789/1135
dc.identifier.uri http://hdl.handle.net/123456789/11140
dc.description Full text can be accessed at http://www.ajol.info/index.php/lwati/article/view/79710
dc.description Scholars and practitioners agree that teaching and/or education can be generally prone to widespread abuse. This paper investigates the education professionals’ account of professional misconduct in the education and/or teaching sector in Tanzania. It draws on the qualitative data generated from interviews, observations and documentary reviews. The informants for this study were teachers, teacher-trainees, officers from the Tanzania Teachers’ Union and school inspectors. The study findings confirm that social, economic, political, academic, traditional and cultural, as well technological forces account for teachers’ misconduct in Tanzania. The paper, however, concludes that the accounts advanced by educational professional informants to explain teaching malpractices and immoral behaviour among teachers in Tanzania are not justifiable on moral grounds and professional etiquette.
dc.language en
dc.publisher LWATI
dc.subject Educational professionals
dc.subject Qualitative data inquir
dc.subject Teacher misdemeanours
dc.subject Tanzania
dc.title Why are Teachers Motivated to Behave Unprofessionally? A Qualitative-Data-Based-Inquiry on Education Stakeholders’ Experiences in Tanzania
dc.type Journal Article


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