Godlove Lawrent
Biographic Data
| ID | 213816 |
|---|---|
| NAME | Godlove Lawrent |
| GIVEN NAMES | Godlove |
| FAMILY NAME | Lawrent |
| SIGNATURE | LAWRENT G |
| AFFILIATIONS | The University of Dodoma |
| ORCID | 0000-0002-3536-7078 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Initial teacher education under new school development
The influence of educational reforms on teachers is scarcely investigated. This study, therefore, explored the implications of the secondary education expansion policy in Tanzania for the teaching profession. A qualitative case study approach was adopted to gain a better understanding of the phenomena under exploration. Focus group discussions, one-to-one interviews, and document analysis were used for data collection. It was revealed that strate…
Professional Support and Teacher Identity in Tanzania
This study sought to gain insights into how diverse contexts in which teachers interacted with, especially when the Tanzania's expansion policy was in progress shaped and reshaped their perceived professionalism. A qualitative case study was adopted to obtain a holistic overview of the phenomena under exploration. Thirty‐six participants from four newly built secondary schools in the country took part in my study. Data were gathered through docum…
Education sector development and teacher identity construction
Introduction Tanzania, like other developing countries, has adopted numerous educational reforms geared towards addressing challenges rooted in either the colonial or post-colonial educational systems. However, the influence of these reforms on teacher professionalism is seldom studied. This study, therefore, gained insights into how the secondary education expansion policy related challenges affected teachers as teaching professionals. Methods T…
Sources of Teacher Efficacy Related Attributes Alongside Bandura’s Perspectives
This article investigates how the secondary education expansion policy shapes the construction of teacher efficacy. Bandura’s self-efficacy theory underlies this article, and qualitative case study was the main approach. Around 12 and 16 teachers, respectively, participated in individual and group interviews. Findings indicate that the inadequate implementation of the policy affected the sources of teacher efficacy. The study identified that soci…
Early grade teachers’ professional development programs for promoting school safety
Teacher ethics in the Tanzanian context and their implications
School infrastructure as a predictor of teacher identity construction in Tanzania
In most cases, teachers are the main implementers of educational reforms. These reforms, however, cannot be effectively accomplished unless schools create best-fit environments that enable teachers to better achieve educational improvements in their teaching. The influence of school contexts on perceived teacher professionalism in Tanzania has seldom been investigated. A qualitative approach was applied to explore the implications of school infra…
Teachers’ Perspectives Regarding the Impacts of the Secondary Education Expansion Policy on Students’ Self-Regulatory Learning Experiences in Tanzania
Since 2004, the Tanzania secondary education sector has witnessed a significant increase in the number of new schools and enrolment rates. At the same time, academic results have indicated an increase in poor student performance. The assumption has been that the expansion policy brought about devastating consequences for student learning. The purpose of this study, therefore, was to investigate the perceptions of teachers in relation to the impac…
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Teachers’ Perspectives Regarding the Impacts of the Secondary Education Expansion Policy on Students’ Self-Regulatory Learning Experiences in Tanzania
Since 2004, the Tanzania secondary education sector has witnessed a significant increase in the number of new schools and enrolment rates. At the same time, academic results have indicated an increase in poor student performance. The assumption has been that the expansion policy brought about devastating consequences for student learning. The purpose of this study, therefore, was to investigate the perceptions of teachers in relation to the impac…
School infrastructure as a predictor of teacher identity construction in Tanzania
In most cases, teachers are the main implementers of educational reforms. These reforms, however, cannot be effectively accomplished unless schools create best-fit environments that enable teachers to better achieve educational improvements in their teaching. The influence of school contexts on perceived teacher professionalism in Tanzania has seldom been investigated. A qualitative approach was applied to explore the implications of school infra…
Teacher ethics in the Tanzanian context and their implications
Education sector development and teacher identity construction
Introduction Tanzania, like other developing countries, has adopted numerous educational reforms geared towards addressing challenges rooted in either the colonial or post-colonial educational systems. However, the influence of these reforms on teacher professionalism is seldom studied. This study, therefore, gained insights into how the secondary education expansion policy related challenges affected teachers as teaching professionals. Methods T…
Sources of Teacher Efficacy Related Attributes Alongside Bandura’s Perspectives
This article investigates how the secondary education expansion policy shapes the construction of teacher efficacy. Bandura’s self-efficacy theory underlies this article, and qualitative case study was the main approach. Around 12 and 16 teachers, respectively, participated in individual and group interviews. Findings indicate that the inadequate implementation of the policy affected the sources of teacher efficacy. The study identified that soci…
Early grade teachers’ professional development programs for promoting school safety
Initial teacher education under new school development
The influence of educational reforms on teachers is scarcely investigated. This study, therefore, explored the implications of the secondary education expansion policy in Tanzania for the teaching profession. A qualitative case study approach was adopted to gain a better understanding of the phenomena under exploration. Focus group discussions, one-to-one interviews, and document analysis were used for data collection. It was revealed that strate…
Professional Support and Teacher Identity in Tanzania
This study sought to gain insights into how diverse contexts in which teachers interacted with, especially when the Tanzania's expansion policy was in progress shaped and reshaped their perceived professionalism. A qualitative case study was adopted to obtain a holistic overview of the phenomena under exploration. Thirty‐six participants from four newly built secondary schools in the country took part in my study. Data were gathered through docum…
Pedagogy (8 works) · Psychology (8 works) · Sociology (6 works) · Mathematics education (5 works) · Political science (5 works) · Socioeconomics (5 works) · Tanzania (5 works) · Qualitative research (4 works) · Social science (4 works) · Teacher Education and Leadership Studies (4 works)