Abstract
School-based research and practice in international education has emphasized academic outcomes, to the exclusion of other important aspects of education, such as caring in schools. In this case study, we consider the role of caring in a successful Tanzanian primary school. The practice of caring promoted by the school’s leadership, rooted in identifying and meeting needs, is found to impact not only student academic success, but also to have moral and organizational implications. This includes the need for teachers to be empowered with the ability and dispositions to solve problems in schools. Further analysis of caring in schools is needed to enrich teacher education and policy planning for quality education.
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