Professional Support and Teacher Identity in Tanzania
Education Sector Development Evidenced‐Based Practices
Bibliographic Data
| ID | 21375744 |
|---|---|
| Authors | Godlove Lawrent (0000-0002-3536-7078, Department of Educational Foundations and Continuing Education The University of Dodoma Tanzania, corresponding author) |
| Year | 2025 |
| Volume | 62 |
| Issue | 11 |
| Pages | 4516-4525 |
| Publication date | 2025-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.70018 |
| OpenAlex | W4411604921 |
| Language | EN |
| References cited | 55 |
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 document analysis, as well as semi‐structured individual and focus group interviews. Inductive analysis of data was then undertaken to understand the study topic from the participants’ perspectives and experiences. To achieve this, the transcripts were read regularly, and the segments of text were then coded to identify categories and/or broader themes. It was revealed that limited attention to the quality of teaching improvement eroded the social positioning of teachers in terms of their enthusiasm to teach, their perceptions around their teaching competencies, and their sense of trust. The study argues that devising teaching environments conducive to developing teacher professionalism before enacting educational policies is important
Identity (music) · Medical education · Pedagogy · Professional development · Socioeconomics · Sociology · Tanzania · Collaborative Teaching and Inclusion · Education Practices and Challenges · Medicine · Psychology · Teacher Education and Leadership Studies
Self-Efficacy in Changing Societies
The case study approach
Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students
Special Education Teacher Attrition and Retention
Self-efficacy, job satisfaction, motivation and commitment
Understanding teacher identity
Teacher Efficacy
Drawing teacher identity
Construction of Teacher Professional Identity through Initial Training
Teachers’ perceptions of educational reform
Investigating teachers' job satisfaction, stress and working environment
The Interplay of Emotion Regulation, Resilience, and Teacher Identity
Teacher job satisfaction
The Predictive Role of Perceived Support from Principals and Professional Identity on Teachers’ Motivation and Well-Being
What role do teachers' beliefs play in the implementation of educational reform
Social Cognitive Theory
Member Checking
Social Learning Theory
Intercoder Reliability in Qualitative Research
Investigating Identity Statuses Among Lebanese Youth
| Highly cited | No |
|---|