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Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania

Received: 29 December 2018     Accepted: 16 January 2019     Published: 30 January 2019
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Abstract

This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in 2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity.

Published in Teacher Education and Curriculum Studies (Volume 4, Issue 1)
DOI 10.11648/j.tecs.20190401.12
Page(s) 9-18
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Professional Integrity, Misconduct, Ethical Abuse, Values, School Leaders, Moral Obligation, Ethical Commitment, Pre-Service Teacher

References
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Cite This Article
  • APA Style

    Placidius Ndibalema. (2019). Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania. Teacher Education and Curriculum Studies, 4(1), 9-18. https://doi.org/10.11648/j.tecs.20190401.12

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    ACS Style

    Placidius Ndibalema. Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania. Teach. Educ. Curric. Stud. 2019, 4(1), 9-18. doi: 10.11648/j.tecs.20190401.12

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    AMA Style

    Placidius Ndibalema. Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania. Teach Educ Curric Stud. 2019;4(1):9-18. doi: 10.11648/j.tecs.20190401.12

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  • @article{10.11648/j.tecs.20190401.12,
      author = {Placidius Ndibalema},
      title = {Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania},
      journal = {Teacher Education and Curriculum Studies},
      volume = {4},
      number = {1},
      pages = {9-18},
      doi = {10.11648/j.tecs.20190401.12},
      url = {https://doi.org/10.11648/j.tecs.20190401.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190401.12},
      abstract = {This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in 2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity.},
     year = {2019}
    }
    

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    AU  - Placidius Ndibalema
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    T2  - Teacher Education and Curriculum Studies
    JF  - Teacher Education and Curriculum Studies
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    AB  - This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in 2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity.
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Author Information
  • Department of Educational Foundations and Continuing Education, the University of Dodoma, Dodoma City, Tanzania

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