Abstract
Evidence about how teachers' unethical practices shape and reshape their professional lives is scarcely available. This study employed a qualitative approach in order to gain insights into the extent to which the ethical scandals of teachers affect their profession. Document analysis was undertaken, and 18 respondents from one of the regions in the Southern Highlands of Tanzania were interviewed. Findings indicated that teachers’ misconduct compromised their social positioning in terms of their trust and respect, as well as their image of teaching. The article proposes strategies that can enhance the perceived professional well-being of teachers and areas for further investigation.
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