Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes

• Published in: Quality assurance in education 2024-06, Vol.32 (3), p.478-492
• Main Authors: Shuma, Jubilate Rogathe, Anangisye, William A.L., Kinyota, Mjege
• Format: Article
• Language: English
• Subjects: Academic Achievement; Active learning; Collaboration; Educational Finance; Elementary schools; Ethics; Pedagogy; Preservice Teacher Education; Professional development; Teacher education; Teacher Improvement; Teaching; Teaching Methods
• ISSN: 0968-4883; 0968-4883; 1758-7662
• DOI: 10.1108/QAE-02-2024-0039

Purpose This paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct in Tanzanian primary schools. Design/methodology/approach This qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke’s (2006) framework of thematic analysis. Findings Opportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology. Practical implications The study provides useful insights into how to reshape teachers’ ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences. Originality/value The opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools.