Prevalence of Teachers’ Professional Malpractices in Tanzanian Public Secondary Schools: What Ought to Be Done?

Abstract

This study explored stakeholders’ views on preventive measures towards increasing teachers’ malpractices in schools in Tanzania. Specifically, the study sought to identify prevalent forms of teachers' malpractices; explore factors for their occurrence; and explore views on how to forestall the problem. It draws on qualitative and quantitative data generated from 75 respondents including the Teachers’ Service Department (TSD) officers, education officers, school inspectors, teachers, and students. The data were generated from questionnaires, interviews, Focused Group Discussion, documentary search and non-participant observation. Data analysis involved both qualitative and quantitative approaches. While Qualitative data were subjected to thematic analysis, Quantitative data were converted into frequencies and percentages and then presented in tabular forms. The findings unveiled that absenteeism, abusive and violent behaviours, sexual abuse to mention a few were prevalent forms of teachers’ malpractices in schools. Their occurrence were attributed to teachers’ low salaries and remunerations, poor living and working conditions, influence of science and technology, lack of professional knowledge and poor management as well as infrequent visits and inspections of schools. In order to remedy the problem respondents proposed that teachers’ needs and plights to be addressed timely, funds allocated to the TSD should be raised and involvement of stakeholders in all decision making related to the teaching profession. It was also suggested for the TSD to be empowered to oversee teachers’ discipline both in public and private owned schools. In the light of the findings, the study concludes that teachers’ malpractice is still a problem of great concern in rural and urban schools in Tanzania. Therefore, rigorous collaborative effort by the government and the wider community is needed in order to promote desirable professional behaviour in schools.