School infrastructure as a predictor of teacher identity construction in Tanzania: The lesson from secondary education enactment policy

Abstract

ABSTRACT 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 infrastructure on teacher identity. Interviews and documentary reviews were utilised to collect data from teachers and school principals. A critical shortage of teachers’ spaces and housing in newly built schools was observed. While the former forced schools to turn classrooms into shared offices, the latter prompted teachers to rent poor quality houses or rooms off-school premises. The poor state of classrooms was also revealed. These three issues had the effect of reducing the respect of communities for teachers, and lowering the confidence of teachers in their ability to teaching. My research adds to a small, but growing body of knowledge that enhances better understanding about the significance of school infrastructure on developing teacher identity to influence effective student learning.