The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz
Education Master Dissertations
2017 An assessment of stakeholders’ conception towards teachers’ professional misconduct in Tanzania: the case of Njombe town council
Mgeni, Daudi Lupumko
The University of Dodoma
Mgeni, D. L. (2017). An assessment of stakeholders’ conception towards teachers’ professional misconduct in Tanzania: the case of Njombe town council. Dodoma: The University of Dodoma. http://hdl.handle.net/20.500.12661/422 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. AN ASSESSMENT OF STAKEHOLDERS’ CONCEPTION
TOWARDS TEACHERS’ PROFESSIONAL MISCONDUCT IN
TANZANIA: THE CASE OF NJOMBE TOWN COUNCIL
DAUDI LUPUMKO MGENI
MASTERS OF ARTS IN EDUCATION
THE UNIVERSITY OF DODOMA
OCTOBER, 2017 AN ASSESSMENT OF STAKEHOLDERS’ CONCEPTION
TOWARDS TEACHERS’ PROFESSIONAL MISCONDUCT IN
TANZANIA: THE CASE OF NJOMBE TOWN COUNCIL
By
Daudi Lupumko Mgeni
A Dissertation Submitted in Partial Fulfillment of the Requirement for the Degree of
Masters of Arts in Education at Dodoma University
The University of Dodoma
October, 2017 CERTIFICATION
The undersigned certify that they have read and hereby recommend for acceptance by the University of Dodoma, the dissertation entitled “an assessment of stakeholders’ conception towards teachers’ professional misconducts in
Tanzania: The case of Njombe town council” in partial fulfillment of the requirement of the Degree of Masters of Arts in Education.
…………………………………………………….
Dr. P. Ndibalema
(Supervisor)
Date……………………………..
i DECLARATION
AND
COPYRIGHT
I,Mgeni Daudi Lupumko, declare that this dissertation is my original work and that it has not been presented and will not be presented to any other University for a similar or any other degree award.
Signature……………………………………
No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form or by any means without prior written permission of the author or the University of Dodoma.
ii ACKNOLEDGEMENTS
I would deeply like first to thank the Almighty God whose tender mercy and gracious has in various ways made this study possible. The success of this work is a result of valuable contributions received from many individuals who provided moral and material support in one way or another. However, specific individuals deserve to be mentioned for their outstanding contributions.
First of all, I wish to express my sincere gratitude to my supervisor Dr. P. Ndibalema for his tireless guidance, constructive comments and criticisms, which have made this work, a reality. His extended academic care has made my studies convenient and pleasant. On the other hand I would like to deep thanks to my lovely wife Rachel
Haule for her prayers, advice and encouragement throughout this study that helped to make this research possible. Also our daughter Ebenezer Ruth Mgeni who deserved fatherly love and care but she missed it until the completion of this work.
I owe indebted of gratitude to my Bishop Mathew Mhagama for his prayers, advice and material support especially in funds to accomplish this research otherwise this work could not be completed. I wish also to give my thanks to Dr. Gwarema and Mr.
Mtweve for their critical comments. Special thanks to my lecturers from University of Dodoma for their critical challenges throughout my studies that helped to renovate my way of thinking. Again, special thanks are extended to my collogue (MAED students) for their insightful cooperation and advice throughout the period of my studies. Finally the editor of this dissertation Mr. Rygon J Magata and to all who in one way or another enabled me to accomplish this study. Their contributions are regarded and recognized. God bless you all.
iii DEDICATION
This work is dedicated to my lovely wife Rachel Haule and our daughter Ebenezer
Ruth Mgeni who endured my absence during the research period.
iv ABSTRACT
This paper it aimed at investigating the stakeholders‟ conception towards teachers‟ professional misconducts in Tanzania. It involves views or experiences from different group of stakeholders in education in Njombe Region more specifically
Njombe Town Council. This paper employed qualitative approach which was informed by phenomenological design. The purpose of this study was to explore conception among educational stakeholders including parents, students, heads of school, teachers and educational officers. More specifically the study explored the dominant conception of stakeholders, factors and associated effects to the learners.
Data collection methods included interview, focus group discussion and documentary review. A total of 57 informants were involved in this study and these were teachers, students, parents and educational officers. It was found that teachers‟ alcoholism was perceived as the dominant form of professional misconduct among secondary school teachers. Also poor school management and poor school living environment were mostly preferred by the informants as the dominant causative indices of professional misconducts among teachers in secondary schools. The major effects associated with teachers professional misconducts in secondary schools were students‟ poor academic performance and lowering status among teachers. In view of research findings recounted that teachers‟ professional misconducts is the great problem of the concern in secondary schools that affects teaching, learning process and the quality of education at large. With the aim of addressing the problem educational stakeholders should think on introducing subjects and courses related to teachers‟ ethics, from secondary schools to university so as to make a clear ethical base to students
v TABLE OF CONTENTS
CERTIFICATION ...... i DECLARATION AND COPYRIGHT ...... ii ACKNOLEDGEMENTS ...... iii DEDICATION ...... iv ABSTRACT ...... v TABLE OF CONTENTS ...... vi LIST OF TABLES ...... ix LIST OF FIGURES ...... x LIST OF APPENDICES ...... xi LIST OF ABBREVIATIONS ...... xii
CHAPTER ONE: BACKGROUND TO THE PROBLEM ...... 1 1.0 Introduction ...... 1 1.1 Background of the study ...... 1 1.2 Statement of the problem ...... 7 1.3 General Objective...... 8 1.3.1 Research objectives ...... 8 1.4 Research questions ...... 9 1.5 Basic assumptions of the theory ...... 9 1.6 Significance of the study ...... 9 1.7 Scope of the study ...... 10
CHAPTER TWO: LITERATURE REVIEW ...... 11 2.0 Introduction ...... 11 2.1 Definitions of key terms ...... 11 2.2 Theoretical framework ...... 14 2.2.1 Immanuel Kant theory of deontological ethics ...... 14 2.2.2 The assumptions of Kant theory of Deontological Ethics ...... 15 2.2.3 Kant theory of Deontological Ethics ...... 16 2.3 Empirical review ...... 17 2.4 Knowledge gap...... 25 2.5 Conceptual frame work ...... 27
vi CHAPTER THREE: RESEARCH METHODOLOGY ...... 29 3.0 Introduction ...... 29 3.1 Research approach ...... 29 3.2 Research design ...... 30 3.3 Location of the study ...... 32 3.4 Targeted population ...... 34 3.5 Sampling technique and sample size ...... 37 3.6 Data collection methods ...... 40 3.6.1 Primary Data ...... 40 3.6.2 Secondary source of Data...... 41 3.7 Data collection instruments ...... 41 3.7.1 Interview ...... 41 3.7.2 Focus group Discussion ...... 42 3.7.3 Documents review ...... 43 3.8 Data analysis ...... 44 3.9 Trustworthiness of the Study ...... 44 3.9.1 Validation of research tools ...... 44 3.9.2 Data Trustworthiness ...... 45 3:10 Data collection ...... 48 3.11 Ethical issues and consideration...... 49
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION50 4.0 Introduction ...... 50 4.1 Characteristics of the informants ...... 50 4.1.1 Education level of the informants ...... 52 4.1.2 Age of the informants ...... 52 4.1.3 Gender of the informants ...... 52 4.1.4 Working experiences of the informants ...... 52 4.2 Stakeholders‟ conception towards teachers‟ involvement in professional misconduct ...... 54 4.2.1 Alcoholism ...... 55 4.2.2 Embezzlement of school funds ...... 57 4.2.3 Negligence of duty ...... 58
vii 4.2.4 Sexual harassment ...... 61 4.2.5 Unethical dressings ...... 62 4.2.6 Corporal punishment ...... 63 4.2.7 Abusive languages ...... 65 4.3 Factors lead to teachers‟ professional misconduct ...... 66 4.3.1 Low income and inadequate salaries...... 67 4.3.2 Unsatisfactory working conditions ...... 69 4.3.3 Poor school supervision ...... 71 4.3.4 Insufficient recruitment of teachers ...... 72 4.4 The effects of teachers‟ professional misconduct in teaching efficiency ...... 76 4.4.1 The effect of teachers professional misconduct ...... 77 4.4.2 The preserved teachers professional misconduct in teaching and learning ...... 80 4.5 Discussion of research findings ...... 85 4.5.1 Stakeholders conception towards teachers‟ professional misconduct ...... 85 4.5.2 Factors that lead to teachers‟ professional misconduct ...... 92 4.5.3 The effects of teachers‟ professional misconduct in teaching efficiency ...... 101
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMANDATIONS ...... 105 5.0 Introduction ...... 105 5.1 Summary of the study ...... 105 5.2 Summary of the major findings...... 106 5.3 Conclusion ...... 107 5.4 Limitation of the study ...... 108 5.5 Recommendations ...... 109 5.6 Recommendation for further studies ...... 111 REFERENCES ...... 113 APPENDICES ...... 124
viii LIST OF TABLES
Table 3. 1: Table shows the trend of cases related to teacher‟s professional misconducts in Njombe Region ...... 34 Table 3. 2: Instruments, Informant Category, Type of Data and Data Analysis ...... 49 Table 4. 1: Demographic characteristics of the informants ...... 51 Table 4.2: Stakeholders‟ conceptions towards teachers‟ professional misconduct .. 54 Table 4. 3: The factors that lead to teachers‟ professional misconducts ...... 67 Table 4. 4: The effects of teachers‟ professional misconduct in teaching efficiency 76
ix LIST OF FIGURES
Figure 2. 1: Conceptual framework ...... 27 Figure 3. 1: Map of Njombe Town Council ...... 33
x LIST OF APPENDICES
Appendix 1: Interview guide for the District Educational Officers (DEO) ...... 124 Appendix 2: Interview guide for Teachers Service Department (TSD) ...... 126 Appendix 3: Interview guide for Ward Education Coordinators (WECs) ...... 127 Appendix 4: Interview guide for head of schools ...... 128 Appendix 5: Interview guide for parents ...... 129 Appendix 6: Interview guide for Teachers...... 130 Appendix 7: Focus Group Discussion guide for students ...... 131 Appendix 8: Documentary review guide ...... 132 Appendix 9: Research clearance from University of Dodoma ...... 133 Appendix 10: Research clearance from RAS Njombe ...... 134 Appendix 11: Research clearance from DED Njombe ...... 135 Appendix 12: Error free correction from External examiner ...... 136
xi LIST OF ABBREVIATIONS
ADEM Agency for Development of Educational Management
AIDS Acquired Immunodeficiency Syndrome
BEST Basic Education Statistic in Tanzania
CRDB Cooperation Rural Development Bank
CWT Chama Cha Walimu Tanzania
DC District Council
DEO District Education Officer
EFA Education For All
ESDP Education Sector Development Programme
FGD Focus Group Discussion
HIV Human Immunodeficiency Virus
ILO International Labour Organization
MDGs Millennium Development Goals
MoEC Ministry of Education and Culture
MoEST Ministry of Education Science and Technology
MoEVT Ministry of Education and Vocational Training
MSCs Members of school committee
NBC National Bank of Commerce
NMB National Microfinance Bank
PGDE Post Graduate Diploma in Education
SDGs Sustainable Development Goals
SEDP Secondary Education Development Programme
SPSS Statistical Package for Social sciences
TC Town Council
xii TETP Tanzania Education and Training Policy
TSD Teachers Service Department
U.S.A United States of America
UNESCO United Nations Educational Scientific and Cultural
Organisation
UNICEF United Nations International Children‟s Emergency Fund
UPE Universal Primary Education
URT United Republic of Tanzania
WEC Ward Education Coordinator
xiii CHAPTER ONE
BACKGROUND TO THE PROBLEM
1.0 Introduction
The study intended to investigate stakeholder‟s conception on teachers‟ professional misconducts among secondary schools particularly Njombe town council. Teachers‟ professional misconducts have been prompting various educational stakeholders‟ such as government, education officers, parents, authors, teachers and students who had observed that teachers‟ have been involving in misconducts. The available literatures establish the fact that support secondary school teachers‟ neglect their code of moral and ethics. Various forms of teachers‟ professional misconducts observed to be common among teachers includes lateness, absenteeism, alcoholism, negligence of duty, financial mismanagement, code of regulations corporal punishment, sexually immorality, insubordination, drug abuse assault and desertion of duty (Ng‟oma & Simatwa, 2013). Therefore, this introductory part highlighted the need to conduct a research on stakeholders‟ conception towards teachers‟ professional misconducts in Tanzania. This chapter includes, background to the study, statement of the problem, general objective, objectives of the study, research questions, significance of the study and scope of the study.
1.1 Background of the study
Teachers‟ professional misconducts in secondary schools is a global concern
(Anangisye & Barrett, 2006).The role of a teacher in a school is not only limited to the teaching and instructing students, but also involves training out high-quality student who can work effectively with the community and serve as a pillar of good moral conduct (Klecka, 2010). Globally, teachers play a fundamental role in the achievement and development of education goal. Teachers are responsible force for 1 high standards in education, transmission of national values and norms of students by teaching and being good models (Patrinos & Kagia, 2008). Teachers are at the front line of enhancing students‟ understanding, skills, learning and core values. This being the case, teachers are central to producing moral education. Therefore, they are expected to adhere to their profession code of ethics and morals. Despite the importance attached to teachers and teaching profession in general, there is a growing body of evidence globally indicating that teachers engage in professional misconducts and teachers‟ professional ethics globally has been spiraling down.
The available literature establish the fact that, facilitating teachers‟ educational programme in universities and other colleges of teachers produce graduates who are morally incompetent. Secondary school teachers are supposed to be trained to the diploma education or to the bachelor degree level in order to qualify to teach in secondary school. Due to the shortage of qualified personnel some of the form four and form six leavers were being used to teach in secondary school (Haki Elimu,
2010).
It should be noted that, the problem of professional misconducts is not only sexually; even the problem of incompetence has been reported to be common in Tanzania.
This is the technical failure of content mastery in the sense of pedagogical matter in the delivery of content as expected, failure to manage the classes, in ability to communicate with students, inadequate knowledge and grasp of the subject matter.
However, the practice of writing notes on the board or using a class prefect to read out of textbooks while the teacher is elsewhere is also regarded as professional misconducts (Ndibalema, 2013).
2 The failure to produce competent graduate‟s teachers with good moral values is attributed to the fact that teachers‟ education curricula are not constant with the needs of the society. Some universities and teachers colleges still use outdated and irrelevant curricula that are insensitive to what people need (Anangisye, 2011).There are also many changes in training programmes of teachers which are more influenced by political pressure than professional analysis of teachers and stakeholders and approval by a strong professional association (Osaki, 2012). The evidence shows that, globally teachers, educators and lectures engage in professional misconducts such as sexual related behavior with their students, theft and academic dishonesty
(Ndibalema, 2013).
The literature show that, large number of teachers and other educational administrators have been engaging in unethical practice across the world. In North
America (U.S.A) in particular some incidence reported to be unethical among secondary school educators that related to sexual misconducts such as sexual touching, incompetent teachers, request for sexual favours and unwelcome sexual advance has been revealed by students in various parts of the country. Even though,
(Mpanduji, 2014), observed that, in (U.S.A) racial ethics and class bias in admission has resulted to poor practices among secondary school teachers‟.
Similarly European countries have been encountered with several incidences related to teachers' unethical practice. In Germany for example, some teachers are involving themselves in selling examinations questions, awarding marks, selling front-row seat to students in large classes and forcing students to buy a certain materials or additional materials to take private lesson (Luambano, 2014). In Asian countries,
China and Bangladesh in particular the rate of teachers‟ misconducts has been
3 increasing greatly. Teachers are reported to involve in selling examinations paper or allowing someone else to take examinations for certain candidates (Transparency
International, 2007). However, Van Nulan and Khandelwal, (2006), assert that, teachers‟ misconducts disturb the implementation of planned intervention, particularly the correct functioning of the teaching and learning process.
In Africa particularly Sub-Saharan countries experience many problems related to professional misconducts among teachers and other administrators. In Sub-Saharan
Africa countries are such as, Kenya, Zambia and Uganda show that, teachers abscond in the classes at least two or more days in a week (Mpanduji ,2014). Again, In
Kenya, Ng,oma and Simatwa, (2013) reveal that, various form of teachers misconducts experienced, particularly in Nyando district, there were teachers misconducts which includes lateness, absenteeism, alcoholism, negligence of duty, financial mismanagement, sexual immorality, insubordinations, drug abuse, assaults and assertion of duty. The study conducted in Nigeria, Togo and Ghana reveals that, there are incompetent teachers, corruption and lack of integrity among teachers.
Other studies show that, teaching in secondary schools is poor as teachers are de- motivated and are poorly trained to meet the challenges in the profession (Komba &
Nkumbi, 2008) and (Ngimbudzi, 2009). As a result corruption among educational administrators threatens to undermine current initiatives to improve teachers‟ professional ethics in developing in Sub-Sahara countries (Anangisye & Barrett,
2006).
In Tanzania, more specifically Betweli, (2013) in Sumbawanga municipality and rural district, unveils that, there is teachers‟ professional misconducts. These include immoral conduct, absenteeism, corruption, private tuition, unethical dressing,
4 examination fraud and sexuality misconducts. Similarly, mass media such as radios, television and newspapers reveal several forms of misconducts committed by teachers in different parts of the country. For example, male teachers are accused of having sexual relationships with their female students. In turn of this, teachers‟ absenteeism has many negative effects to the teaching efficiency because student learning are disrupted when a teacher is repeatedly absent (Ibid).
Again, Betweli, (2013), unveils that, some of the reasons led to teachers‟ misconducts includes economic related factors. Low income and inadequate salaries are claimed to be a major causes of teachers misconduct, poor living environment, teachers residing far from school, low level of professional knowledge, working for a long time in same school, lack of frequently visit by educational officers. Anangisye
(2006) discloses that, low salaries are prime cause of dissatisfaction among most of teachers who consequently led to violation of code of professional conduct.
However, Ndibalema, (2013), maintains that, the other factors for teachers‟ professional misconduct includes poor school management, poor economic status, poor training, poor character, poor school environment, amateurism and cultural practices. Again, the study conducted in Kenya by Otieno and Odunga, (2007), supported that, teacher‟s misconducts influenced by work environment home background, teachers character and leadership, due to this reasons about 400 teachers face various disciplinary cases each year.
Nevertheless, the study conducted in Iringa by Amiah, (2008), reported that, some weakness contributing to low teaching efficiency includes, teachers did not keep their lesson notes and some teachers do not prepare lesson notes. A lot of time wasted by teachers in copying materials on the board for a students‟ to copy in their 5 notebook instead of using textbooks. Most of the lessons were characterized by information giving and the teachers used chalk and chalk method of delivery such lesson.
Furthermore, Mkumbo (2012) reveals that, the low efficiency in teaching are related to poor teaching commitment from teachers, this lead too low grades of majority students who cannot manage to join upper level of education. In some occasions teachers‟ professional misconducts in Tanzania is highly deteriorating due to miscellaneous examination mal-practices done by teachers. It is normally observed that leakage and illegal possession of examination papers as indicators show that teachers fail to live their ethical and morals standards of their profession that have direct translated low educational efficiency (Selemani, 2015).These examinations irregularities jeopardized efficiency and education opportunity for students who had no means of access for examination paper.
The government through the Ministry of Education, Science and Technology
(MoEST) and other stakeholders have been taking deliberate effort to invest in teachers professional ethics to make sure that there is quality teachers in schools,
Ministry of Education and Culture (MoEC, 1995). However, Misoki, (2009), writes that, in order to respond to the shortage of teachers, the government reported in using incompetent teachers who had not undertaken enough professional teachers training.
This shows that in Tanzania, in accordance with the codes of conduct is still the problem.
Various concerns have been raised about the way TSD deals with teachers‟ professional misconduct such as reprimanding, warning letter and demotion, but there has been much focus on sexual behaviour and less focus to the teachers who do 6 not attend classes punctually and who do not help weak learners (Osaki, 2012). Other teachers are taking heavily alcoholic drinks and misbehave themselves out the class and sometimes are brutal to learners but the responsible organ including TSD does not deal with such teachers (Ndibalema, 2013). Despite several initiatives taken by the government, the problem of secondary school teachers‟ professional misconduct is still rampant. Therefore this study sought a need to assess stakeholders‟ conception towards teachers‟ professional misconducts in Njombe town council.
1.2 Statement of the problem
There are different conceptions among education stakeholders on teachers‟ professional misconducts, but it is true that, quality of education in any country depends upon the quality of its teachers, since teachers are among the key elements in attainment of educational goals. The increase of teachers professional misconducts in secondary schools has been an obstacle to the progress towards implementation of educational goals particularly Education For All (EFA) and the Millennium
Development Goals (MDGs) (Betweli, 2013). Recently Sustainable Development
Goals (SDGs). Hence teachers‟ professional ethics globally has been spiraling down.
Some of misconducts to most teachers include absenteeism, corruption, private tuition, unethical dressing, examination fraud and sexual misconduct and male teachers are accused of having sexual relationships with their female students
(Betweli, 2013).
To curb the problem the government of Tanzania has been trying to employ significant efforts for the purpose of mitigating the problem. One of the approaches used to curb the problem was formulation of organ called Teachers Service
Department (TSD) (Selemani, 2015). This was established under the Act of
7 Parliament 1989 (MoEC, 1995). This organ was given many responsibilities, among them was to observe teachers‟ morals and ethics. Report from (TSD) shows that, due to misconducts and professional unethical practices, TSD dismisses 200 to 300 teachers every year for various professional misconducts (TSD, 2008). Again, the government statistics shows that 39 teachers were dismissed from teaching profession in 2011 because of misconducts and 145 of them due to absenteeism
(BEST, 2015). This resulted to shortage of teachers in secondary schools.
Despite the various measures taken by TSD such as warning, reprimand and dismissing teachers from service on grounds of misconducts, the problem of professional ethics among secondary school teachers in the country is still rampant to the extent that attainment of quality education is impaired. Also, there has been much focus on sexual behavior and less focus to the teachers who do not attend classes punctually and who do not help weak learners (Osaki, 2012).Unfortunately the conception of stakeholders on teachers‟ professional misconducts, factors and effects in teaching efficiency among educational stakeholders is not yet known. This raises concerns to investigate on the problem. Therefore this study sought to assess stakeholders‟ conception towards teachers‟ professional misconducts in Tanzania, the case of Njombe town council.
1.3 General Objective
The general objective of the study was to assess stakeholders‟ conception towards teachers‟ professional misconducts in Tanzania, the case of Njombe town council
1.3.1 Research objectives
The study aimed at achieving the following specific objectives;
8 i) To explore stakeholders‟ conceptions towards teachers‟ involvement in
professional misconducts ii) To investigate the factors that lead to teachers‟ professional misconducts iii) To examine how teacher‟s professional misconduct affect teaching efficiency
1.4 Research questions
The study on the stakeholders‟ conceptions towards teachers‟ professional misconducts attracted the following questions; i) What are stakeholders‟ conceptions towards teachers‟ involvement in professional
misconducts? ii) What are the factors that lead to teachers‟ professional misconducts? iii) How does teachers‟ professional misconduct affect teaching efficiency?
1.5 Basic assumptions of the theory
The study was guided by the following assumptions i) Stakeholders‟ thought that teachers do not involve in professional misconducts ii) Stakeholders‟ thought that there were no relationships between government
teachers‟ professional misconducts iii) Stakeholders‟ perceive that teachers‟ professional misconducts do not affect
teaching efficiency
1.6 Significance of the study The current study has the following potential benefits. Firstly, for decades curriculum meant for teachers‟ education programme in Tanzania has concentrated mainly on cognitive and pedagogical domain. Ethics which is equally crucial dimension in teaching profession has been largely neglected as a result this negligence marginalized the ethical character inherent in education or teaching. Secondly, it will 9 raise awareness and understanding of professional ethics among teachers. Thirdly, it will contribute to a better understanding of reasons behind misconducts among teachers. Fourthly, this study will provide data which will assists MoEST to come up with necessary measures to capacitate Teachers‟ Service Department (TSD) in
Tanzania. Fifthly, it attempts to situate the understanding of several factors of misconduct in broad sense and their impacts in teaching professional hence government will be able to come up with strategies to rectify these misconducts.
Sixthly, this study will contribute to the already available literature and save as references for researchers. Finally the current findings may be used by other researchers to explore the problem in their respective countries
1.7 Scope of the study
Carson, (2010), defines scope of the study as the limit of the problem. The study focused on assessing stakeholders‟ conception towards teachers‟ professional misconducts in Tanzania, the case of Njombe town council. The study was based on selected schools in Njombe town council therefore few schools were purposely chosen to gain deeper understanding of the phenomenon under investigation. The researcher dealt with 5 secondary schools in Njombe town Council. However, each school had representative in this study in order to give an actual status in each school in regards to stakeholders‟ conception towards teachers‟ professional misconducts in
Tanzania.
10 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
The chapter covers six sub-sections which are introduction, definitions of the major concepts used under this study, theoretical review, empirical review, knowledge gape the last part of this chapter covers the identification of conceptual framework. In research literature review means the work of researchers consulted in order to understand and to investigate the research problem. A literature review therefore is an account of what it has been published on a topic by the accredited scholars and researchers. The review is done to show what theoretical position presents as well as empirical evidences available. The purpose of this chapter is to identify some way will be linked to the objectives of the study (Kombo, 2006).
2.1 Definitions of key terms
This section presents the definition of terms that is used in this work. This has been important in order to understand the context in which the terms are used in the study.
The major term includes ethics or morals, conception, professional ethics, teacher and teachers‟ professional misconduct.
Ethics in this study means teachers principles, belief, moral principles, moral value and moral codes. Indeed the word ethics is derived from Greek word “ethos” which means character. In this way ethics is a science of character, habit of activities or behaviour of a teacher (Malo, 2015). Today, the study of ethics finds its position under the heading of philosophy describing the moral nature, conduct and values related with teachers and teaching professional (Menzel, 2009). Ethics based on the
Greek word “ethos” meaning personality, are the principles behind behaviours a 11 society deems good or bad. Ethics sometimes translated and used interchangeably with morals (McCoy, 2011; Alexander, 2012; Aristotle‟s psychology, 2008). Again, ethics comes from the Greek word, “ethos” meaning character; a definition handed down through the centuries (McCoy, 2011). Teaching ethics and its moral implications can be traced as far back as Plato and Aristotle (McCoy, 2011). In actuality, the ethical behavior learned in childhood through imitation and reward is what determines an individual‟s identity and perception by others. The study of ethics as it pertains to an individual concerns itself in large part with virtue, morality and the choices individuals face between good and bad (McCoy, 2011).
A moral in this study refers to helping students to acquire virtual and moral habit that will help the students to live good lives and at the sometime become productive contributing member of their community. The concepts which consider taking into account the two components of moral life. These are objective components
(sociology) and subjective components (psychology) that is human behaviour and development of its features. Moral or morality is what the individuals accept as right and wrong. Morality therefore, is the standards to which the teachers hold themselves what they truly believe is right or wrong personally (Alexander, 2012; Aristotle‟s psychology, 2008). The word morality has many implications and nuances.
Sometimes the word morality is taken as a synonym of ethics. In the Encyclopedia
Britannica morality is taken as something which deals with good and evil and it is derived from behaviour.
Conception in this study refers to psychological tendency that is expressed by stakeholders and evaluating a particular entity with some degrees of favours or
12 disfavour (Eagly & Chaiken, 1930). A complex mental state involving emotional responses, belief and deposition to behave in certain ways towards something.
Professional ethics is a combination of two words Professional and Ethics.
Professional means a state in which teacher being expert, specialized, qualified, proficient, skilled, trained, practiced, certified, licensed and matured. So the term professional denoting a level of knowledge and skills possessed by a teacher or required by a teacher to perform an assignment that is attained through extensive education and training.
Teacher in the context of this study can be defined as a person who is capable to impart knowledge and shaping the youth to the wider scope of knowledge. Teacher is capable of living and mounding the youths such that their power is paramount as they determine the fact of the society. Teacher live with the children for a long time and hence they are capable of imparting knowledge, skills and values that cannot be easy changed by the society. A normal teacher in this study is used to mean a teacher who executes classroom instruction and who does not have administration responsibilities (Maboko, 2013). Furthermore, teacher as an expert who is capable of imparting knowledge that will help learners to build, identify and acquire skills that will be used to face the challenges in the life. The teacher also provides a learners knowledge, skills and values that enhance development (Ibid). Again, teacher is the person who organizes and guides experiences and interaction with the content of curriculum and promotes learning. Also (Salisali, 2015) maintained that, Teacher, the
Tanzania Education Act (Section 353 RE-2002), section 2(1) defines a teacher as an registered person in accordance with the law, section 46 of the Education Act
(Section 353RE-2002), stipulate that a person who has been registered by the
13 commissioner and being awarded teaching license will be registered as a teacher
(The Tanzania Education Act, 2002).
Teachers‟ Professional Misconduct, (Luambano, 2014), defines as any behaviour on the part of teachers that deviate from an approved and expected pattern. In this study teachers‟ professional misconduct refers to the unprofessional behaviour that cannot be accepted by the standards of teaching profession .It is the behaviour that is contrary to the expected teachers‟ code of conduct.
2.2 Theoretical framework
This part represents a review of theoretical literature. Several theories attempted to explain teacher‟s professional misconducts however the study considered Immanuel
Kant theory of deontological ethics to be relevant with the study.
2.2.1 Immanuel Kant theory of deontological ethics
Deontologists believe that morality is a matter of duty. We have moral duties to do things which it is right to do and moral duties not to do things which it is wrong to do. Whether something is right or wrong doesn‟t depend on its consequences. Rather, an action is right or wrong in itself. Most deontological theories recognize two classes of duties. First, there are general duties we have towards anyone. These are mostly prohibitions, for example, do not lie, do not murder. But some may be positive, for example, to help people in need. Second, there are duties we have because of our particular personal or social relationships. If you have made a promise, you have a duty to keep it. If you are a parent, you have a duty to provide for your children (Ridley, 1998).
14 We each have duties regarding our own actions. I have a duty to keep my promises, but I don‟t have a duty to make sure promises are kept. Deontology claims that we should each be most concerned with complying with our duties, not attempting to bring about the most good. In fact, all deontologists agree that there are times when we should not maximize the good, because doing so would be to violate a duty. Most deontologists also argue that we do not have a duty to maximize the good, only a duty to do something for people in need. As this illustrates, many deontologists think our duties are quite limited. While there are a number of things we may not do, we are otherwise free to act as we please.
Deontology theory says that a certain types of action are right or wrong. How do we distinguish types of action? For example, a person may kill someone else. A conventional description of the action is „a killing‟. But not all „killings‟ are the same type of action, morally speaking. If the person intended to kill someone, that is what they wanted to bring about, that is very different than if the killing was accidental or if the person was only intending to defend themselves against an attack. Actions are the result of choices and so should be understood in terms of choices. Choices are made for reasons, and with a purpose in mind. These considerations determine what the action performed actually is. So deontology argues that we do not know what type of an action is unless we know the intention. We should judge whether an action is right or wrong by the agent‟s intention.
2.2.2 The assumptions of Kant theory of Deontological Ethics
First, Kant believed that, whenever we make decisions, we act on a maxim. Maxims are Kant‟s version of intentions. They are our personal principles that guide our decisions, example to have as much fun as possible‟, „to marry only someone I truly
15 love‟. All our decisions have some maxim or other behind them. Second, morality is a set of principles that are the same for everyone and that apply to everyone. Third,
Kant talks of our ability to make choices and decisions as „the will‟. He assumes that our will are rational, that is we can make choices on the basis of reasons. We do not act only on instinct. We can act on choice and we can consider what to choose using reasoning.
2.2.3 Kant theory of Deontological Ethics
The foundation of this study was based on Immanuel Kant‟s theory of deontological ethics which confirm that the ethical decision are not simply one of morals but a duly and justice (Penslar, 1995).This theory termed as wrong and some right depending on the outcome of rules. According to Geisler (1971), deontological ethics is concerned with ethical norms or standards as expressed in the rules and standards set by the members of the organization responsible for employing workers. The deontological theory affirms that people should hold fast to their obligation and duties when analyzing ethical dilemmas. This means that a teacher will follow their obligations to students, administrators, fellow teachers and society because upholding one‟s duty is what is considered to be ethically correct (Ridley,
1998).Teachers who pursue this theory bring into being very steadily decisions since they will be based on ethical codes that govern their set of duties (Penslar, 1995). In other words rules are set to be standards of what ought to be done and there is no room for conditions prevailing at the time of executing one‟s duties. Therefore the teacher will have to dress neatly, use good language, treat students fairly and respect both students and fellow teachers. This theory enables teachers to be obedient to their professional code of ethics and conduct and strive to produce good consequences.
16 Kan‟t argues that, anything else can either be bad or contribute to what is to be bad.
For example, intelligent and self control is good but it can enable someone to be clever or difficult bad thing, if that is what they choose. Power can be good but it depend on what use we put it to. Nor is happiness good without qualification. If someone is make happy by hurting others their happiness is morally bad. So we evaluate happiness by morality. Having a morally good will is pre conditioned to deceiving happiness. The theory has vital roles since they emphasize teachers to think before they act anything. Thus, reinforce moral practice among teachers and reduce misconducts in accomplishing their duty.
The deontological theory contends that as action or behavior is right or wrong depending on its consequences. When an action produces pleasure then it is right and when it produces pain it is wrong. The theory is relevant with the study since to it determines whether the action is right or wrong based on intention, therefore teachers can be counted as involved in misconducts whether the action accompanied with justifications. Also the theory encourages teachers‟ to comply with their professional code of ethics since right or wrong is measured by the moral standards set by the organization or institutions.
2.3 Empirical review
The empirical literatures review is concerned with readings of other researchers‟ works similar to the topic in order to explore on how far the study on the topic has researched by other researchers and to discover the gap in their studies (Kombo,
2006). Different researchers have investigated on teacher‟s professional misconducts and come out with the following findings. McCoy (2011), Traditionally, the issue of teachers professional misconducts among secondary school teachers has a
17 background far back during the development of an individual‟s personality, the moral and ethical values begin with the family, followed by teaching that reinforces good behaviour in the classroom. However, today because of economic concern the family structure is not always intact, affecting the imitation of moral and ethical values in the home (Menzel, 2009). Through actions of movie icons, sports figures, and other individuals followed by the media, our culture seemingly adopts the violent actions these figures display.
Even though, (Strratt and Berger (2004),) supports that, unfortunately, the famous are not the only ones the youthful culture follows. Actions by parents and teachers have the most impact on students today, just as they did in the days of past generations. It is true that times have changed with the increased use of the internet and social media, pressure to succeed in a fast paced, ever-changing world is increasing daily, forcing students to make choices they may not have made previously. Thus currently teachers who are raised under such complicated environment they are corrupt too.
From this corrupt upbringing environment, teachers morals today is questionable
(Ibid).
However, (Joshua, 2006) added that, poor academic performance of students in
Tanzania has been linked to poor teachers‟ performance in terms of accomplishing the teaching task, negative attitude to work and poor teaching habits, which have been attributed by poor motivation. It has also been observed that conditions that would make effective teaching such as resources available to teachers, general conditions of infrastructure as well as instructional materials in secondary schools in
Tanzania are poor. These prevailing conditions would definitely show a negative
18 influence on the instructional quality in schools which may translate to poor academic performance.
On the other hand famous philosophers such as Plato, whose influence extended throughout the known world of 400 BCE, documented his thoughts and teachings in the Republic, a publication finding audiences even today (McCoy, 2011). He was not only an influential man, but also well-organized and systematic in his thoughts and deeds. His book discusses the existence of the perfect world, comparing justice and subliminal self gratification and individual happiness. This utopian philosophy states happiness only exists if justice prevails, even if the individual has indulged in self enjoyment to a small extent. Plato‟s ideas find their way back to Socrates who believed the smartest and wisest individual should lead society. In essence, philosophers should lead the society (Ibid).
In addition (Aristotle, 2008) maintained that, Socrates and Plato, influenced society for many years. Their methods of teaching are evident in some classrooms today.
Many schools still believe the teacher or professor as philosopher is the sole keeper of knowledge and delivered to the students or learners since they are the ones raised in systematic and organized way and morally competent (Friedman, 2006). They are the ones who share both the theory and practical applications of subject matter. To these individuals students must learn from professor. Learning also can only take place in the classroom, and there is no reasoning, since what teachers have to say is absolute. Since teachers have a vital role to students throughout their schooling life, thus teachers themselves should be morally competent to enrich students with appropriate morals and ethics. Despite the fact that teachers should be a role model
19 still press and other media regularly reported on the teacher professional misconducts towards students (Ibid).
Furthermore, there are some cases of professional misconducts among school, college and university teachers. He pointed out cases where some teachers were implicated in sexual related behaviours with their clients. Some were involved in theft and academic dishonesty. Thus, ethical principles are deteriorating and weakening with teachers engaging in immoral acts ranging from verbal harassment to rape while others have sexually abused female and male students. (Friedman,
2006).
Again, the study conducted in American by (Maxwell, 2007) suggests that, the ethical and moral belief is the foundation of our American society and is inspired by the Ten Commandments. In the time of Moses, there were 613 Commandments in the original Torah. The 613 commandments, in some circles, have been simplified and compacted into the Ten Commandments that we see today. The theology behind the relationship between ethics and the Ten Commandments leads some to believe ethics is interpreted as the word of God in the form of a conscience and the freedom of choice between right and wrong (Nash, 2010). These values handed down from generation to generation involve a set of values held by human beings worldwide.
Moreover, societies today regardless of their religious affiliation, accept these basic tenets and incorporate them into their moral fabric (Nash, 2010; Spring, 2014). Due to neglecting code of conduct among teachers have consistently shown that teachers are not well prepared to conduct student evaluations. Nearly half of teacher education institutions provide no preparatory coursework in student evaluation or classroom assessment practices. In those that do, most instruction and supporting materials 20 focus on testing, with little attention to how to organize, conduct and use these assessments in the instructional settings they are intended to serve. As a result, teachers do not have adequate preparation to properly evaluate students nor do they have strong support materials to guide their efforts.
On the other occasions (Clecka, 2010) explains that, ethical principles guide the behaviour of teachers as reflected in standards of the conduct described in the documents of professional associations for teachers and codes of ethics published by disciplinary associations such as the American Chemical Society, the American
Psychological Association, the American Sociological Association and the Modern
Language Association. Apart from that Nath and Cohen, (2010) explain that, some institutions of learning have honor code that makes clear that cheating and other forms of academic dishonesty are violations of ethical standards. Likewise teachers in Tanzania secondary school they need to comply with teachers‟ code of conducts as stated by Teachers Service Commission.
Education institution like any other organization in the work is operated on basis codes of ethics that help them achieve their objectives. Without code of ethical principles one can be quick to react in immoral behavior in the accomplishing his or her duties. These codes would enable to control someone from making good choice in the life. In any school organization operating without codes no good behavior expected from an individual. It leads to people acting without understanding the value they are supposed to subscribe. Since ethical are principles, believe, assumptions that characterize moral, ethical teachings and leadership require that the educatory action should be base on the principles, belief, assumptions and value that are espoused in the individual professional. Ethical norms are important because
21 these are people baseline of the concept of right and wrong. They also require people to prepare themselves react to situation long before it takes place (Dalio, 2011).
Despite of the codes of conduct provided to teachers‟ the problem of professional misconducts is still exists. Youze (2014) maintained that, general harassment such as sexist comments probability is quiet frequently. Female students are said to be asked to provide sexual favors in exchange of grades, mentoring and carrier advancement.
A secondary school like any other community is made up of diversity of population with different relations. The shared relations can be between teacher and academic staff, teacher and students, teacher and non-academic staff, teacher and society.
Teachers throughout the world must prepare and produce not only academic and competence to their learners but also a professional teacher should be able to live with high moral standards of their teaching professional. Teachers‟ moral is a framework through which trainees are oriented to and amongst other understand what is good and what is bad with reference to day-to-day teaching commitment
(Youze, 2014). In turn of this, Grandvaux and Younder, (2002) denoted that, there was shortage of secondary schools teachers in public secondary schools in Ghana.
Presence of untrained teachers account for mass failure of students in which the teachers who were teaching schools especially rural areas were not qualified to teach secondary schools. Apart from that, in my experience in teaching professional I witnessed that unqualified secondary school teachers were not only lead to mass failure but also lead to imparting bad ethics to students. This problem was common during implementation of SEDP programme.
With the aim of mitigating the improper relationship in school organization there is a need of guideline that will determine what is right and what is wrong. According to
22 Onyechere, (2008)), though complex the ethical theories support with common sense ethical principles. People accept such principle as “treat one another with respect and treat others as you would like to be treated”. Ethical principles do appeal to any one regardless of creed, religious, race or culture they subscribed to. In order to address the problem of teachers‟ professional misconducts government decided to recruit
3500, form six leavers in 2006/2007 financial year, trained them for less than mouth and posted them to teach in rural areas (Sambo, 2001).
The data reveals the reality that in five years from 2007/08 to 2011/12 number of students were 1020510 existing teachers were 29858,techers needed were 21168,
2008/09 number of students were 1409256 existing teachers were 44368,teachers needed were 26115, 2009/10,number of students were 1930413 existing teachers were 71338,teachers needed were 25183,2010/11 number of students were 2069854 existing teachers were 99798, Teachers needed were 23695,2011/12, number of students were 2862579, existing teachers were 129873, teachers needed 13256
(URT, 2008). The statistics indicated that number of teachers were less than number of students, however recruiting teachers for a mouth out of two to three years required time for teachers preparation shows that government were not aware with the role of teachers‟ to students and society as whole.
Even though, the problem was still rampant, Kabendera (2011) revealed that, 3500 trained teachers had either left for further studies in same field or to pursue carrier for other field or some had never reported to the allocated schools. Besides that many graduates posted to teach in peripheral such as Ngara, Kigoma, Mtwara, Lindi,
Nkasi and others have not been reporting to their working stations or leave
23 immediately after reporting due to poor housing conditions or lack of infrastructures such as roads and electricity.
Krisonis (2007), Points out that, ethical conduct inspires a quality of behavior that exemplifies honor and dignity of oneself. In school situation teachers, administrators, staffs and schools board members need to understand the ethical conduct in the educational arenas. An effectiveness of education organization needs individual people in maintaining integrity and good morals. According to Holloway (2006), character in educational promotes ethical values and engage to group leader to install moral value in their subjects. Christsons (2007) adds that, ethical norms supply rules which save as guidelines to be used as a basis for making decision in a particular situation. Ethical in leadership deals with what leader out to do. The ways a leaders respond to the given situation and the choice make led by ethical norms.
The number of studies has been done mostly, focuses on ethics and moral in general.
For examples the study conducted in South Africa by Anangisye & Barrett, (2006),
Professional identity and misconduct Perspective of Tanzania teachers, in which the main focus of the study emphasizes on teachers as role model and unethical acts developed by teachers, however the study did not assess the rationale of teachers‟ professional misconduct in teaching and learning. Nevertheless, the study conducted in Dar es Salaam by Anangisye (2010) on Promoting teachers‟ ethics in colleges of teaches‟ education in Tanzania, Practice and challenges. The main discussion was on teachers ethics in colleges and in secondary schools was left.
Not only that but also the study conducted by Shekeshaft , (2004), examined on
Educator sexual misconduct: A Synthesis of existing literatures, much effort were invested in general but, it is not touched on the consequences of teachers‟ 24 misconduct to learners. Moreover, Mgaya (2009), the contribution of Faith-Based
Secondary in teaching of moral education, in his work the focus put on faith based schools in general, yet it is not worked on morals specifically to public secondary school teachers. Furthermore, Youze (2014), Teachers‟ ethical principles and practice in Seventh Day Adventist Secondary schools in Same District of
Kilimanjaro region of Tanzania, still there is a need to observe how teachers practice ethics in Njombe town council. However none of these studies explicitly assessed stakeholders‟ conception towards teachers‟ professional misconducts in Tanzania specifically Njombe town council. This study therefore seeks to make remedy efforts to fill the room left in the above literatures by providing a sound argument.
2.4 Knowledge gap
From the above literatures, it is observed that the empirical literature review is supportive to the research objectives and that there is research gap which has been revealed which becomes the focus of this study. Many literatures have worked on ethics and morals in several ways. A lot has been written on teachers professional misconducts, but the question remains why do many educational stakeholders are still claiming that teachers professional ethics is a big crisis? The study conducted in
Rukwa by Betweli, (2013), in his work, the nature of teacher‟s professional misconduct in Tanzanian public schools, worked out the rationale to misconduct among teachers. However, the study conducted in Iringa by Luambano (2014), on
Head teachers‟ management practice in handling teachers‟ misconduct in public
Primary schools in Iringa Municipality, Tanzania, the study was focused in handling teachers‟ misconduct in Primary schools.
Apart from that, another study conducted by Aldmour (2004) on The degrees of teachers‟ commitment to the code of conduct and ethics of profession as perceived 25 by schools principals and educational supervisors in Karak Governorate, who worked on the extent to how teachers‟ are committed to their codes of conduct. The sample used by the researcher was small thus, the study seek to work on the problem using large sample.
Moreover, the study conducted in Dodoma by Ndibalema (2013), examined.
Stakeholders‟ attitude towards the Preference and problems associated to primary school teachers professional misconduct in Tanzania, the case study of Chamwino
District. The main emphasis of the study was stakeholders‟ attitudes towards primary school teachers‟ professional misconduct.
Again the study conducted in Iringa by Selemani (2015) investigated on Challenges facing Teachers Service Department (TSD) in promoting secondary schools teachers ethics in Iringa Municipal-Tanzania. The main discussion was on how Teachers
Service Department addresses teachers‟ challenges. Likewise, the study conducted in
Iringa by Komba and Nkumbi (2008) analyzed on Teachers professional in Tanzania
Perceptions and practice, whereby the main concern was on the teachers attitude towards teaching professional.
Nevertheless the study conducted in Dar es Salaam by Zombwe (2009) basing on who is a teacher? Quality teachers‟ for quality education, Dar es Salaam, in which the main focus, was on characteristics of teachers in relation to teaching professional.
Another study done in by Anangisye and Barrett (2006) assessed on Professional identity and misconduct Perspective of Tanzania teachers, which based on describing characteristics and misconduct among teachers. However none of the study conducted on stakeholders‟ conception towards teachers‟ professional ethics.
26 Therefore, this study fill the existed gap by assessing stakeholders‟ conception towards teachers‟ professional ethics in Tanzania; the case of Njombe town council.
2.5 Conceptual frame work
A Concept is an abstract or general idea inferred from specific instant. A conceptual framework therefore, is a set of broad ideas and principles taken from relevant field of inquiry and used to construct presentations . It can be research tools anticipated to support a research to increase consciousness and understanding (Guba, 1988).The study is guided by Eclectic model of policy with four elements CIPP Mosha, (2006), indeed the model envisages interaction among all the four phases since they all depends one another.
Figure 2. 1: Conceptual framework
The conceptual framework showing stakeholders’ conception towards teachers’ professional misconducts
Stakeholders‟ conception towards teachers‟ professional misconducts Input Process Outcome Impact
-Enough Salary -Evaluation of -Improved -Equitable -Qualified teachers‟ teaching and knowledge, values, provision of -Competent teachers learning attitudes education -Motivated teachers‟ -Monitoring -Increase of -Reduction of -Constant visit of and control teacher ethics teachers‟ system Educational officers -Improved misconduct -Improved teachers -Mobilization examination -Skilled labour of human economy performance force -Good working resources -Competent -Role model -Development environment- graduates -Raised of teachers buildings and -High standard of awareness -Seminars facilities teachers‟ ethics -Reformed -Work load -Peer coaching teacher Effective teacher
Source: Modified from Econometric model of policy analysis in Mosha, 2006
27 The current study adapted the theoretical framework by Mosha (2006).With the aim of teachers‟ to comply with their professional ethics there should be proper input which includes motivated teachers, enough salary ,qualified teachers‟, competent teachers, constant visit of educational officers, improved teachers economy, good working environment- (buildings and facilities). However this input should go through with a proper process that involve effective evaluation of teaching and learning, effective monitoring and control system, mobilization of human resources and development of teachers, seminars, peer coaching. Furthermore after process there should be products such as improved knowledge, values, attitudes, increase of teachers‟ ethics, improved examination performance, competent graduates, high standard of teachers‟ ethics. Finally when all these processes followed properly, it is likely to have impact or outcomes such as equitable provision of education, reduction of teachers‟ misconduct and skilled labour force, role model, raised awareness, reformed teacher and effective teacher. For example when there were low salaries teachers‟ commitment becomes low since more time could be invested in private activities so as to supplement family income, this situation lead to poor performance in teaching and learning processes, as a results low skill, values attitude, knowledge to students and finally poor academic performance to students.
28 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter deals with the research methodology. It presents how the study was conducted, the choice and the reasons for choosing the research strategy, data collection methods and procedures that were used in conducting research and population sampling techniques. The role of methodology is to carry on the research work in a scientific and valid manner. The method of research provides tools and technique by which the research problem is attached (Sigh, 2006). Thus, research methodology consists of all general specific activities of research. The chapter covers the introduction, research approach, research design, location of the study, targeted population, sampling techniques and sample size, data collection and the data analysis techniques.
3.1 Research approach
The present study employed qualitative approach. This approach to research, concerned with subjective assessment of conception, opinions and behaviour. The approach entails means of exploring and understanding the meaning of individual or group ascribed to a social human problem. This approach blends with deontological theory which holds that, our ability to make choices and decisions as „the will‟. It assumes that our will are rational, that is we can make choices on the basis of reasons. We do not act only on instinct. We can act on choice and we can consider what to choose using reasoning (Ridley, 1998). The focus of qualitative approach is on participant‟s perceptions and experiences and the way they make sense of their lives.
29 The qualitative approach is suitable for this study since the aim is to understand teachers‟ misconduct which takes place in schools by involving group or individual in different roles. The study aimed at assessing stakeholders‟ conception towards teachers‟ professional misconducts. The qualitative approaches was employed basing on the work of scholar like Cresswell, (2007), who stressed on qualitative sources of data. However qualitative approach was used in this study because it allows the researcher to enter informants‟ personal world views in order to gain a deeper and clear understanding of their knowledge, experiences, attitudes and feelings regarding school teachers professional misconducts. Qualitative approach again provides the researcher flexibility in probing through verbal explanation to seek more clarifications whatever necessary.
3.2 Research design
A research design is the arrangement of condition for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedures. Again research design is a mapping strategy, it is essentially a statement of the object of the inquiry and the strategies for collecting evidences, analyzing the evidences and reporting the findings. Research design is important because it facilitates the smooth sailing of various research operations, thereby making research as efficient as yielding maximum information with minimal procedures of efforts, time and money (Singh, 2006).
There are five traditional approaches to qualitative research these includes grounded theory, narrative, ethnography, case study, and phenomenology. For the purpose of this study was adhered to phenomenograph approach. Phenomenology is a school of thought underlying all qualitative research with subsequent goal of obtaining the
30 essence of an experience (Cresswell, 2007). This design was relevant with deontological theory which is concerned with ethical norms or standards as expressed in the rules and standards set by the members of the society (Geisler,
1971). Phenomenology is a study of structure of consciousness as experienced from the first persons‟ point of view. As a discipline phenomenology is unique but related with some discipline in philosophy such as ontology, epistemology, logic and ethics.
Phenomenology rooted from the work of philosopher such as Kant, Hergel, Mach,
Hiedegger, Marleau Ponty and Santre (Smith, 2011). However it was formally introduced by Edmund Husserl in 20th century (Guignon, 2006). Using this method the researcher seeks to obtain what participants experience as well as how they experienced it. Thus, this philosophical foundation corresponds with synonymously with the research question, what is the experience of stakeholder towards teacher‟s professional misconducts.
Whereas narrative study report of the single individuals‟, phenomenological study describe the meaning of several individuals of their lived experiences of a concept or phenomena. Phenomenologist‟s focus on describing what all participants have in common as they experience phenomena. The basic purpose of phenomenology is to deduce the lived experience of the individual with phenomena to a description of the universal essence. To this end, qualitative researchers identify phenomena (an object, human experiences). This human experience may be phenomena such as being left out, anger and professional misconducts. As far as this study is concerned, expected experience are like teachers who come late to school from head of schools and teachers involve in sexual affairs with students from parents. This design concurs with deontological theory which affirms that, people should hold fast to their obligation and duties when analyzing ethical dilemmas. This means that teachers will 31 follow their obligations to students, administrators, fellow teachers and society because upholding one‟s duty is what is considered to be ethically correct (Penslar,
1995). The researcher therefore collected data from a person who has experienced phenomena and develop a composite description of the essence of experiences for all the individuals. The description consists of what they have experienced and how they experienced it (Greswell, 2007).
3.3 Location of the study
The study was specifically conducted in Njombe town council. The district is one of the six (6) Districts in Njombe region namely Njombe Town Council, Makambako
Town, Njombe District Council, Wangin,ombe, Makete and Ludewa. Njombe Town council comprised of thirteen (13) wards namely Njombe town, Ramadhani,
Mjimwema, Yakobi, Kifanya, Ihanga, Iwungilo, Luponde, Uwemba, Matola,
Lugenge, Utalingolo and Makowo. The district located in Southern Highlands of
Tanzania. It is situated between 8,‟8‟-9.8S and 34.5‟-35.8E. It is boarded by Ludewa district and Ruvuma region in South and Southern East respectively. Makete district in West, Mbeya Region in North West, Mufindi district in North East and Morogoro in the East. The district covers 10,668km 2, which is equivalent to 11,066,800 hector.
The following is the map of Njombe Town Council.
32 Figure 3. 1: Map of Njombe Town Council
Source: (URT, 2014)
Njombe town council was purposefully selected as a specific area of study since there were many cases related to teachers professional misconducts reported in the district when compared to other districts in the region. Below is the table that shows six (6) districts in Njombe region within the period of six years ago, where each year shows the number of cases reported that relate to teachers professional misconducts.
The report from TSD shows the trend of cases reported in Njombe region as follows.
33 Table 3. 1: Table shows the trend of cases related to teacher’s professional misconducts in Njombe Region DISTRICTS YEARS TOTAL 2011 2012 2013 3014 2015 2016 NJOMBE TC 13 1 5 1 - 9 29 NJOMBE DC 2 4 - 3 1 - 10 MAKAMBAKO NA NA 4 1 2 5 12 MAKETE - 3 5 2 5 2 17 LUDEWA 3 2 3 - 1 5 14 WANGING‟OMBE NA NA 4 3 1 - 8 TOTAL 18 10 21 10 10 21 90
Data from, TSD, 2017 NB: NA=Not applicable
3.4 Targeted population
Joan (2009), defines research population as a collection of individuals or objects which is the main focus of scientific inquiry. There are two types of research population, target and accessible population. Target population refers to the entire group of individuals or objects to which a researcher is interested in generalizing conclusions which is common in qualitative research and it usually consists of varying characteristics. The latter is the population in research to which the researchers can apply their conclusions. Njombe Town Council has 14 public secondary schools and 13 private secondary schools, which make a total of 27 secondary schools. The number of public secondary school teachers was 670 and private secondary school teachers‟ was 369 that make a total of 1039 teachers. The number of students in public secondary schools was 6731 and private secondary schools was 3408, that makes a total of 10131 students. The total number of wards
34 was 13. The population of this study was DEO, WECs, TSD officers, heads of school, teachers, parents and students of Njombe town council.
The inclusion of the above population in the study was inevitable due to their role of maintaining disciplines of teachers in school and having information about teachers‟ professional misconduct. It enabled the researcher to identify information from rich participants in order to get insights and develop understanding of a specific phenomenon (Fraenkel & Wallen, 2006). The reasons for their choice were as follows;
District Educational Officers (DEOs): Educational officer was purposively involved in the study because they are in-charge of educational management at town council level. DEOs are the ones who appoint teachers in respective school. DEOs enabled researcher to obtain data related to type of teachers‟ misconduct which was practiced in school, procedures of handling teachers‟ misconduct and number of teachers who were punished due to professional misconduct. Therefore the participation of DEOs in this study was prominent.
Teacher Service Department (TSD) Officers: These were involved purposively since they are responsible in managing teachers‟ misconduct in town council level.
The public Service Act, 2003 and Regulations, gives TSD officers the mandate of managing teachers discipline in the country. Thus their information on teacher‟s professional misconduct and its impactions in provision of moral education was useful for this study. The data collected were the ways of handling teachers‟ misconduct.
35 Ward Educational Coordinators (WECs): These were included in the sample due to their role of managing education at ward level. WECs are responsible for pursuing and managing teachers in their area of jurisdiction. According to URT, ( 2012), it is expected that the community and the leaders in the ward work together to ensure that all children of school age were enrolled and attend school without dropping out. The
Ward Education Coordinators (WECs) are responsible for coordination and supervision of secondary school developments in their respective wards. Therefore
WECs was aware with teachers‟ professional misconducts. The data collected from them includes forms of teachers‟ professional misconduct and factors leading to teachers‟ professional misconducts.
Heads of school: Heads of school were involved in this study due to their key administrative position and related responsibilities to school management. Heads of school are in-charge of all administrative issues at secondary schools. Their main role among others is to monitor teachers‟ maintaining disciplines of teachers in school and information of teachers who involved in professional misconducts.
Teachers: Teachers were potential and reliable source of information to address the research problem. They were involved in this study due to their potential role as the key personnel in implementing teachers‟ professional code of conduct by abiding to teachers professional ethics. Formula was used to obtain teachers sample basing on their work experiences and gender (female and male). Thu, they assisted the researcher in providing types of teachers‟ misconduct which were practiced in secondary schools and factors for teachers‟ misconduct.
Parents: These were involved in the study since the education Act, no 25 of 1978 and its amendments in 2002 provides members of school committee (MSCs) or 36 parents with the mandate to manage secondary schools in collaboration with heads of schools. These are ones who work very closely with heads of schools in administration. Also, since MSCs representatives elected from among the parents, they play a role as parents in this study. They have information about teachers‟ professional misconduct and factors for misconduct. Through snowball sampling, the researcher selected parents because they were one of the key factors of this study.
Students: Students were selected because they were among the key elements of schools that interact with both teachers', parents and heads of school. Also, students were primarily victims of teachers‟ professional misconduct. Therefore the chance of getting information from them was great.
3.5 Sampling technique and sample size
Sampling is a term used to denote the collection of information and the drawing of the inferences about the population. The sample normally is useful as it is very expensive to obtain information from the entire population which also consume a lot of time. Saundres (2003), suggested that sampling is one of the best systematic technique is choosing group of individual being a small but enough to be representative of the population from which it is derived. Sampling also may be defined as the selection of some part of aggregate or totality on the basis of which a judgment about aggregate is made. In sampling for the study the relevant technique with the study such as convenient, purposive and snowball sampling were employed.
The choice of sampling techniques depends on the research purpose. Based on the purpose of this study, convenience sampling was used to obtain head of schools and teachers for participating in this study. Convenience or haphazard or accidental
37 sampling technique is explained by Cohen (2000) as a technique that involves choosing the nearest individuals to serve as respondents and continuing that process until the required sample size has been obtained. The notion behind adoption of convenience sampling is to facilitate the researcher to simply choose the sample from individuals easy to access. Example of convenience sampling, the person on street interview is conducted by television programme. Television interview go out on the street with camera to talk to a few people who are convenient to interview (Neuman,
2007).
Purposive sampling procedure has been explained by Cohen (2000) to be useful for specific purpose as the sample is picked on basis of their judgment of their typicality or specific characteristics. Neuman, (2007), adds that “purposive sample is not based on the number of respondents but rather on the potentiality of each person to contribute to the development of insights and understanding of the phenomenon.
Purposive sampling is that sampling procedure which does not afford any estimating the probability that each item in the population has being included in the sample. In this type of sampling item for the sample was selected by some arbitrary method because it is to be known as a representative of the total population. The idea is to pick out the sample in relation to some criteria which are considered to be important for the particular study (Sigh, 2006).This was used to select government /town councils officials who were believed to have some important and reliable information concerning the research question such as DEO, TSD, and WECs officers.
Snowball sampling is also called network, chain referral and reputation sampling.
This is the technique when the researcher makes an indirect contact with some people and then those people will introduce the researcher to the other group where
38 he or she can get other information. This method used in this study to obtain information from parents. In snowball sapling you begin by identifying someone who meets the criteria for inclusion in your study. You then ask them to recommend others who they may know who also meet the criteria. Although this method hardly leads to representative sample, there are times when it may be best method available.
Snowball sampling is especially when you are trying to research population that are accessible or hardly to find. For example, if you are studying the homeless you are not likely to be able to find good list of homeless people within a specific geographical area. However if you go to that area and identify one or two you may find that they know very well the other homeless people in their vicinity are and how you can find them (Singh, 2006).
Snowball sampling used to identify sampling/selecting the cases in a network. It is based on an analogy to snowball which begins to a small and becomes larger as it is rolled on net snow and picks additional snow. Snowball sampling is a multistage technique. It begins with one or few people or cases and spread out on the basis of links to their initial cases. One use of snowball sampling is to sample networks.
Social researchers are often interested in an interconnected of networks of people or organization. The crucial feature is that each person is connected with another through direct or indirect linkage. This does not mean that each person direct knows, interact with or influenced by every other person in the network, but rather, it means that taken as a whole with direct and indirect links they are within in an interconnected web of linkage.
With regard to the sample size, earlier on the study adapted the Patton (1990) views that inconsiderate of the sampling techniques, qualitative inquiry has no rule for and
39 a predetermined sample size as the sample size depends on researcher‟s interests, the purposes of the research, what will be useful, credible and what can be done within the resources available, e.g. time, money, people, support-important considerations for the novice researcher. Since the study had no rule to guide sample size, thus, the study was guided by saturation strategy. Saturation is that the researcher findings is no new description codes, categorizing or theme are emerging from the analysis of data. (Guest ,2006). Data saturation is reached when there is enough information to replicate the study (Oreilly, 2012). This is the time when the ability to obtain additional new information has been attained and when first the coding is no longer feasible. Thus, the study has no pre-determined size but the researcher will end up when data will be saturated.
3.6 Data collection methods
Data collection is the process of gathering and measuring information on variable of the interests in an established systematic fashion that enables one to answer stated research question, test hypothesis and evaluate outcome. In this study the researcher used both primary and secondary data collection methods where interview, focus group discussion and documentary source were employed. This helped the researcher to explore a lot of useful information for achieving the study intended objectives.
3.6.1 Primary Data
Primary data is the first hand information that is collected in various tools such as focus group discussion and interview. In this study primary data information was collected from informants such as District Educational Officers (DEO), Ward
Educational Coordinators (WECs), Teachers Service Department (TSD) Officers, parents, heads of school, teachers and students. The above population falls under
40 primary data since they have very close relation with teachers and therefore first hand information from them could be obtained.
3.6.2 Secondary source of Data
These are data which are collected and compiled for other purpose such as report.
Secondary source of data based on secondary hand. These data were useful as they enabled researcher to get experiences from other sources to supplement primary sources. These data were obtained through documentation, examples of these data includes copies of codes of conduct from head of schools office, teachers attendance register book and teachers discipline book from TSD whereas phenomena related to teachers‟ professional misconducts was found.
3.7 Data collection instruments
The study involved different tools in data collection, each tool has reasons for being selected. Sigh, (2006), asserts that, there are several tools of data collection that includes, interview guide, focus group discussion guide and documentary review guide. The use of more than one tool was made possible to counter check and cross validity information‟s obtained from different source
3.7.1 Interview
Hancock and Algozzine (2006), defines interview as a method of collecting data which involves presentation of oral-verbal stimuli and reply in terms of oral-verbal responses. This method involves the researcher who leads the conversation by asking questions to and listening to interviewees responses made on their own words.
Interview is viewed by Ryan, (2009) as the most common method of data collection in qualitative research aimed to „see the research topic from the perspective of the
41 interviewee and understand how and why they have come to this particular perspective. The main objective of interview may be the exchange of ideas and experiences eliciting of information pertaining to wide range of data in which interviewer may wish to rehearse this past.
Gill (2008), identify that there are three fundamental types of research interviews: structured, semi-structured and unstructured. Among the three, this study employed semi-structured interview to collect data from the selected population whereby face – to- face interview was applied between interviewer and interviewee to collect data whereby interviewee was not restricted to speaking response. Semi-structured interview is the most effective for complex issue, when relevant dimensions are unknown, or the interest of the research lies in the description of phenomena, the exploration of a process or individual‟s thinking of an issue. Interview was applied whereby an interviewee was given an opportunity to answer the questions in their own words and the reasons behind was to obtain more details and explanation form respondents. This method was used to collect data using interviews and informants such as heads of school, teachers, students, parents, DEO, WECs and TSD official.
The reason for choosing them was based on the relevant information pertaining to teacher‟s professional misconduct they have. Through interview methods several questions related to reasons and effects of teachers professional misconduct in teaching efficiency were involved (Conway, 2006)
3.7.2 Focus group Discussion
Amin (2005),defines focus group discussion as a group of people gathered together from similar settings to discuss a topic of interests to the researcher with the purpose of collecting an in-depth information about a group perception of a given
42 phenomena. The focus group discussion was conducted at least one hour in each school sampled. Two focus group discussions were held in this study. Each group consisted of 4 students monitors and monitresses from each class. It is suggested that, focus group discussion must comprise 4 to 10 people so as to have effective and participatory group discussion. The focus group discussion was conducted in a special room among school buildings. In this study FGD was used to obtain insight from the target audience the conception of teacher‟s professional misconduct.
Because of FGD‟s benefits on data collection, this study considers this method as appropriate for reasons that, it permits participants through in-depth discussion in the relatively large group to share and add ideas on the said ideas by the co-participant
(s), it is compatible to the tenets of the case study design as it concerns investigation of phenomenon within its real-life context and it taps perspectives as perceived by the insiders (Ibid).
3.7.3 Documents review
A documentary analysis is described by Otto and Owen (2005), as the critical examination of public or private recorded information related to the issue under investigation. Documents can offer rich information to portray the value and belief of participants‟ in the setting (Marshall & Rossman, 2006). The study examined different documents from various source such as copies of codes of conduct from head of schools office and teachers discipline book from TSD. These two documents were reviewed so as to see how teachers were committed to the teacher‟s professional code of conduct. The method specifically provided commonly types of teacher‟s professional misconduct and measures taken towards teacher‟s professional misconduct were reviewed.
43 3.8 Data analysis
Data analysis provides ways of examining, compiling, contrasting and interpreting meaningful pattern. Meaningfulness was determined by a particular goal and objectives of the study. The analysis of data was done by using qualitative method.
Qualitative method was used so as to provide an in-depth description of teachers‟ professional misconduct and its effect in teaching efficiency. Then the data obtained were described and presented in tables and quotes to indicate various types of variables that were obtained. After that interpretation of data was presented in relation to the research questions.
3.9 Trustworthiness of the Study
To make this study consistently and meets the predetermined objectives and quality attributes, the study validated research instruments and ensured that the study findings are worth.
3.9.1 Validation of research tools
The research tools were developed basing on the study objectives, research questions, informants and data collection methods. After development, the tools were handed to the supervisor for expert appraisal and improvement. Conducting pilot study is essentially for determining the extent to which research instruments function well (Bryman, 2001).
Pilot study was carried out to one FGD with students and one teacher at Lukundo secondary school in Dodoma Municipality which was not involved in the major study to determine content suitability and its trustworthiness. Through the pilot study, the study learnt the following: ordering of items and clarity of questions asked
44 through un-structured interview and FGD was understood; ambiguous items were omitted from the instruments of data collection following the analysis and the discussion with the supervisor to avoid unnecessary items; and that data obtained were relevant for this particular study demonstrating the trustworthiness of the instruments and of the study as a whole.
The results from the pilot study indicated that the majority teachers involved in professional misconduct whereby 80% of informants argued that, normally teachers‟ involve in professional misconduct such as alcoholism, lateness, absenteeism, negligence of duty. Furthermore, the pilot study indicated that 90% of the teachers argued that low income and inadequate salaries, poor working condition, poor recruitment of teachers and poor school supervision teachers were claimed to the major causes of teachers‟ professional misconduct. Also the finding revealed that,
85% of the teachers were affected psychologically, socially and hence led to inefficiency in teaching and learning processes.
3.9.2 Data Trustworthiness
While in quantitative studies validity and reliability are indicators of research rigour, qualitative researchers use data trustworthiness (Runhare, 2010). The aim of trustworthiness in a qualitative inquiry is to support the argument that the inquiry‟s findings are “worth paying attention to” (Guba & Lincoln, 1985). To ensure data trustworthiness, Shenton (2004) identifies four criteria in ensuring data trustworthiness: credibility (in preference to internal validity); transferability (in preference to external validity/generalisability); dependability (in preference to reliability); confirmability (in preference to objectivity).
45 Credibility
Qualitative researchers use the term credibility as an equivalent concept to internal validity to imply the extent to which the findings are congruent with reality (Shenton,
2004). Qualitative researchers on the other hand, use credibility as congruence of the findings to the reality (Merriam, 1998). To ensure congruence of the study findings,
Guba and Lincoln (1985) propose many issues to adhere to. This study employed proper methods of data collection and reporting as presented by the informants in their natural contexts. Further, this study built a good rapport by informing participants on the significance of teachers to comply with their professional ethics to their students that created a friendly investigation atmosphere in which informants were free to participate in the study without any force.
Transferability
Transferability corresponds to external validity which is concerned with the extent to which the findings of the research can be applied to a wider population (Merriam,
1998). There have been arguments that generalisability in naturalistic inquiries is impossible because of uniqueness of the investigated specific contexts and small number of informants (Shenton, 2004). In contrast, Stake (1994) suggest that case (s) are examples of the broader group, hence, the prospect of transferability should not be rejected instantly. Transferability in qualitative studies can be enhanced through adoption of the view by Guba and Lincoln (1985) cited in Shenton (2004) which asserts that investigators should sufficiently provide contextual information about the fieldwork sites to enable the reader to be confident in transferring to other situations the results and conclusions presented. Shenton (2004) outlines some issues conveying the boundaries of the study including; identification of the number of
46 organizations involved in the study and their base; restrictions faced by informants; number of participants involved; data collection methods employed; number and length of the data collection sessions, and the time period over which the data was collected.
Given that use of case study design to collect data did not aim at statistical generalization Rowley, (2002), analytical generalization is possible through the use of Bio-ecological and Critical theories as were used to compare with the empirical results of this study. The analytical generalization is possible through this study as all cases secondary school teachers, parents, students, Districts Educational officers,
Teachers Service Department and Ward Educational coordinators appeared to be in line with the central claims of theories and their responses did not differ notably.
Furthermore, analytical generalization has as well been possible due to the greater number and varied case studies which were involved.
Dependability
Reliability is commonly used by positivists to mean repeatability of the research results by employing the same techniques to the same participants in the context in which the study was conducted (Shenton, 2004). Merriam (1998) explains that dependability is commonly used in naturalistic inquiries than reliability. To Merriam
(1998) dependability refers to the extent to which research findings can be replicated with similar participants in a similar context.
With regard to the purpose of this study, the study observed and ensured that the study context was calm and secure for participants to give their views to the study problem freely. Further, researcher‟s interest regarding the study problem was
47 provided to avoid bias. Additionally, once the data were collected, they were analysed and presented to the supervisor for review. In ensuring dependability in this research, environmental triangulation Guion, Diehl and McDonald, (2011) in which respondents from rural and urban settings were studied in determining the influence of the environment in the information received; and the data source triangulation
(Guion , 2011; Denzin, 1970) in which stakeholders were studied at different time were applied for ensuring dependability.
Confirmability
Patton (1990) compares confirmability to objectivity which means free from researcher‟s bias or subjectivity by ensuring findings are the experiences and ideas of the informants. To address confirmability, the researcher presented the findings as were given out by participants and not basing on the researcher‟s characteristics and preference. This was attained through among other things being neutral to the study problem while focused on the community‟s interests during the data gathering process for presenting participants‟ meaning.
3:10 Data collection
Data was collected through questionnaires for teachers as well as focus group discussion for students. The interview session lasted for 25 minutes, while focus group discussion lasted for 40 minutes.
48 Table 3. 2: Instruments, Informant Category, Type of Data and Data Analysis
No Instruments Informants Type of Data Analysis 1 Focus Group Students Qualitative Transcription, coding, Discussion guide data categorization and Data display 2 Documentary Government Qualitative Content analysis Review guide documents data 3 Interview guide DEO,TSD, Qualitative Transcription, and WECs, Head of data categorizing and school, Teachers, recombining Parents evidence
3.11 Ethical issues and consideration
The researcher ethics implies that researcher maintain privacy and anonymity on part of the respondents was given utmost/great concern (Babbie, 2008). Accordingly, in this study data collected from respondents were treated with confidentiality through maintaining privacy and anonymity by excluding names in collection of instruments like questionnaires. Efforts were made to address the consent of the respondents before their response by informing them purpose of the study. The researcher ensured that the data collected were solely used for academic purpose to avoid prejudicing the originator of the data and the university reputation in anyway. In this case the researcher was provided enough security to prevent transgressing good conduct of research. Therefore the consents of respondents and confidentially was closely observed in order to ensure abiding to human right and with the national policies related to research conduction.
49 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.0 Introduction
The purpose of this study was to assess stakeholders‟ conception towards teachers‟ professional misconduct. This chapter presents teachers professional misconduct guided by the three research objectives which were specified earlier in chapter one.
The study findings were collected from DEO, TSD, WECs, teachers, parents and students from Njombe Town Council. The main themes of the study were developed based on the study objectives while the sub-themes were developed after a critical reading of the data leading to emergency of specific patterns which is deductive and inductive data analysis respectively. The use of deductive and inductive data analysis is based on the view held by Ezzy (2002), that in qualitative data analysis, both deductive and inductive data analysis is acceptable. Before presentation of the main themes and their corresponding sub-themes, the sample characteristics are presented to provide the basis for interpretation of the findings. Table 4.1 presents the demographic characteristics of the informants involved in the study.
4.1 Characteristics of the informants
This section provides demographic and social characteristics of the informants that include informants‟ education levels, age, gender and working experience in teaching professional.
50 Table 4. 1: Demographic characteristics of the informants
NO Category A:Education Level of informants Total Percent (%) 1 Primary Education 15 26.3 2 Secondary Education 10 8.7 3 Certificate Education 7 12.2 4 Diploma Education 20 35.0 5 Bachelor Degree and above 10 17.5 Grand Total 57 100.00 NO Category B:Age of informants Total Percent (%) 1 16-25 20 35.0 2 25-35 10 17.5 3 35-45 17 29.8 4 46-Above 10 17.5 Grand Total 57 100.00 NO Category C:Gender of informants Total Percent (%) 1 Male 36 63.1 2 Female 21 36.8 Grand Total 57 100.00 NO Category D:Working experiences of Total Percent (%) informants 1 21-25 9 15.7 2 26-30 15 26.3 3 31-35 17 29.8 4 36-40 14 24.5 5 40-Above 12 21.0 Grand Total 57 100.00
Source: Field visit, 2017
51 4.1.1 Education level of the informants
Education is always valued as a means of liberation from ignorance in any society, thus the only principle mechanism of changing human behavior, thinking and knowledge towards changing the existing environment. This study reveals that 15
(26.3%) had primary education, 5 (8.7%) informants had secondary education, 7
(12.2%) had certificates, 20 (35.0%) had Diploma, 10 (17.5%) had University level.
Through the above findings it shows that majority of teacher went through teachers colleges and universities, thus they have got well equipped in teaching professional ethics.
4.1.2 Age of the informants
The majority of the informants as presented in the table above were aged between
16-25, years forming 20 (35.0%, the next category aged between 26-35 years forming 10 (17.5%), the other category was aged 36-40 years forming 17 (29.8%) and last group aged above 41 years forming 10 (17.5%).Thus, majority of the informants interviewed were between 16-25, therefore, they were able to provides wise facts about teachers professional misconduct.
4.1.3 Gender of the informants
The findings indicated that, 36 (63.1%) of the informants were males and 21 (36.8%) were females. Therefore the majority of the informants were males. Most of informants were students in which number of male was higher than female students.
4.1.4 Working experiences of the informants
The study findings shows that 9 (15.7%) informants had experience 21-25 year, 15
(26.3%) had working experience between 26-30 years, 17 (29.8%) had working experience between 31-35 years, 14 (24.5%) had working experience 36-40 years, 12 52 (21.0%) had working experience 41 above years. Therefore the findings reveal that
17 (29.8%) informants had working experience 31-35 years, this means that they were able to understand problems related to teachers professional misconduct.
To achieve the purpose of this objective, the data were collected from the DEO, TSC,
WECs, heads of school, teachers, parents, and students to determine their conception towards teachers‟ professional misconducts. The data were collected through the use of interview, documentary review and FGD methods. The data were read severally until the clarity and specific themes emerged to enable development of concept that served as sub-themes. A few quotations have been provided against each sub-theme to authenticate the respective sub-themes. Under the first main theme, nine sub- themes were identified as shown below.
53 Table 4.2: Stakeholders’ conceptions towards teachers’ professional misconduct
No Themes Count Variation Representative quote 1 Alcoholism 50 50/57 Teachers involve themselves in drunkenness this affect student‟s performance (T 1, 2017). 2 Negligence of 46 46/57 Teachers do not fill log books and duty attendance register (DEO, 2017). 3 Late coming 40 40/57 Almost every day five teachers come late (H1, 2017). 4 Absenteeism 34 34/57 In our school we have many teachers absent (T1, 2017). 5 Corporal 30 30/57 Corporal punishment affect students punishment since it creates phobia (TSD, 2017). 6 Unethical 28 28/57 Male teachers were wearing tight dressing trousers and female wearing short skirts (S1, 2017). 7 Embezzlement 25 25/57 Some head of school involve in embezzlement (P1, 2017). 8 Abusive 22 22/57 Teachers spoil classes by using language abusive language (WECs, 2017). 9 Sexual Abuse 18 18/57 Some students were sexually harassed (WECs, 2017). Source: Field visit, 2017
4.2 Stakeholders’ conception towards teachers’ involvement in professional
misconduct
This part of the study was based in obtaining information on the first objective of the study was aimed at exploring stakeholders‟ conception towards teachers‟ professional misconducts. In order to capture what was intended the research question was formulated. The research objective and research questions were intended to explore informants understanding on teachers‟ professional misconduct, 54 the research questions was “What are the stakeholders‟ conceptions towards teachers‟ professional misconduct?” Various studies done in the country indicates a tremendous increase in case of teachers‟ misconducts. The findings of this study during interview, FGD and Documents review, the stakeholders such as DEO, TSD officers, WECs, heads of school, teachers, parents and students reveled that there are teachers‟ misconduct in their schools. Stakeholders‟ identified varies misconduct they experiences in secondary school in Njombe TC. As it could be observed in table 5 above, stakeholders‟ hold various conceptions towards teachers‟ professional misconduct as presented next;
4.2.1 Alcoholism
The findings of the study show that, alcoholism was the major misconduct. An employer is prohibited from allowing an employee to work if his/her will be under influence of alcohol. That means an employee who is under the influence of alcohol can affect work performance of either himself or herself and fellow employee. The drunkenness of teacher is a violation of trust between teachers and employee, especially since a teacher is a charge of learners whose lives may be endangered and who emulate these bad. During the interview with parents it was revealed that, teachers involve themselves in drunkenness and this had affected students to the large extent. One parent was quoted saying;
Alcoholism was the big problem in rural schools when compared with urban schools. Drunkednness has affected large number of teachers in our school, thus affecting teachers’ professional behavior. (P1, 13th March, 2017)
In addition to that, through the interview with the parent and researcher, it was found that teachers were involving in drunkenness to the extent that they neglect even their duties to students. It was for instance described by one parent that;
55 Drunkenness is the major problem that affects the majority of teachers in our school. They use most of their time in drinking local beer… Some of them have even forgotten their role as professionals. (P2, 20th March ,207).
Basing on the findings from stakeholders, teachers in rural areas were highly involved in drunkenness perhaps this is due to insufficient visit of TSD officers.
Alcoholism among teachers jeopardize teachers‟ performance and lowering of their status before the society. It was found that teachers mostly prefer using local beer because it is cheap and available within their surroundings. Alcoholism as a form of the misconduct cuts across other forms as it is possible that some teachers engage in alcoholism and end up coming up to school late with post drinking hang over.
Alcohol takers always lose their temper and may with cases of assaults such like teachers delay complete their syllabus on time. Another parent had the following to add;
Peer influence and inherent behavior was a major factor among teachers’ involvement in alcoholism as most of victims felt idle and get consolation in alcohol, this behavior is common among young teachers. (P3, 15th March, 2017)
The quotation above suggests that, large numbers of teachers condemned in involvement in drunkenness are young teachers. The findings shows that, there is moral decay among young teachers especially those from universities. This could be due to globalization. Since rural areas is lowly populated, teachers lack interaction to the extent that teachers feel idle, thus the way to get consolation is to engage in drunkenness as a result lowering status of their profession. As the habit grew the teacher become addicted, eventually they become unable in preparing themselves for teaching. Hence, some enters the class with adequate preparation.
56 4.2.2 Embezzlement of school funds
Furthermore the parents perceive that teachers are involved in embezzlement of school funds.. Embezzlement is the unlawful appropriation of property not belonging to the appropriator with the intention of stealing it. In school situation the most common forms of embezzlement are stealing or misusing of school funds. Stealing, unauthorized use of computer by teachers and stealing of mobile phones from teachers violet the property right of individual and institutions and leads to the breakdown of trust. This does not affect only trust between teachers themselves, it also create the relationship between the teachers and the employer intolerable and unworkable. The breakdown the employee and employer relationship may be sufficient ground to dismiss the teachers if his/her is found guilty of embezzlement.
These views described by parents through the following quotations:
Poor knowledge on financial management by most head of school lead them spending money in non-priority areas as well as they spend money on matters they consider urgent. Some head of school claimed that the fund they get is inadequate in making logical development in school and end up with mismanagement. (P4, 18th March 2017)
Again the parent when asked if there is misconducts among teachers, it was revealed by one parent that;
It was last year during the school meeting with parents, where financial report were provided to the parents, it was found that one teacher who was acting as school treasure found to involve in misuse of school funds. His case was reported to TSC. (P5, 18th March, 2017).
The findings from parents show that, teachers in different time engaged in embezzlement. It was found that, most of the time funds were provided in secondary schools to assist various projects but the money were allocated in non-priorities areas. The finding reveals that, heads of school and teachers do not have knowledge on financial management. Probably this is not their problem they are just victims of
57 this however, blames should be directed to the employer. It is advised that it would be better if secondary schools would have a school treasurer, this will reduce the problem of embezzlement.
4.2.3 Negligence of duty
This arises when a teacher fails to carry out the assigned duties. Teacher has a various duties to perform to ensure safe and orderly environment for the learners and keep school operating efficiently. Negligence of duty can be proven without difficulty. For example the teacher who is unable to keep his or her learner in the classroom, fail to attend to the duties assigned to him/her on that particular time.
When DEO visited school K realized that teachers were not responsible in filling log books and registration books. During the interview the DEO quoted saying that;
Some log books were not filled, while other were partly filled especially in the history subject, there were no comments from the head of department and head of school about the topic covered and those which were the topic covered. Teachers attendance book were not signed by some teachers while others signed later at around 7:40 am after the head of school had already signed (DEO, 21st March, 2017)
The above findings imply that, some teachers are not serious with their work, in the line of this problem it becomes difficult for the head of department and the head of school to know whether the topic of a certain subject have been taught or not. It is therefore difficult to know which topic have been covered and which have not thus, all these questions would be answered if the log books were properly filled. This shows that some teachers didn‟t go to school. Class journals show that religious subject was not taught at all, though it was indicated in the class time table.
The problem of negligence in duty covers larger ground since it includes late coming to school and absenteeism among teachers. One of teachers‟ misconduct perceived
58 by heads of school when interviewed confirmed that teachers were involved in lateness. Lateness as it is used in this study it refers to the absences without leave for the periods between time of the employee required to arrive and the time actually arrived. An employee cannot ignore an employer warning to arrive on time since it improves efficiency in work. Thus, this misconduct is aggravated when the lateness is persisted even if it is for the few minutes. The offence of lateness is further aggravated when employee misses an important duty because of it. During the interview, one of the heads of school was quoted saying:
In my schools there is tendency of teachers arriving late, I once take the action by writing warning letters to the late comers so that the teacher may know what conducts was expected. Therefore many teachers in my school have been given warning letters but they neglect my order. Despite all initiatives still such behavior persists”(H1, 28th March, 2017).
Late coming is most common form of teacher misconduct among secondary school teachers in Njombe TC. Most of the schools interviewed informed to have the problem of lateness among teachers. The informant informed that many teachers leave early before the official time without notifying head of school. The reason which was observed to be the main cause of late coming is leaving far from school compound, low commitment and lack of promotion to teachers. Apart from that one of the heads of school asked about where the teachers residing she said;
Here in Njombe Urban do not have houses reserved for teachers they are renting houses on streets. This is the reasons why they report late at school. (H2, 28th March, 2017). The head of schools is the chief executive in all management and administration functions in the school; therefore they have authority to take any measures related to teachers‟ misconduct. When teachers neglect orders from head of school is misconduct too. The findings indicated that, recently society is morally corrupt
59 therefore teachers are also in a danger of being corrupted. If the government would like to improve teachers‟ ethics, there is a need to build my house for teachers.
The other problem that was put forward by head of school related to teachers‟ professional misconduct was absenteeism: Absenteeism refers to unapproved employee absence and approved absence in those cases where the approval was based on false information submitted by the employee. During the interview with heads of school it was informed that,
Absence without leave is one of the most common types of misconduct an employee commits in our schools. This is because majority of teachers spend some school day/hours doing their personal economic activities to supplements with their income (H3, 10th March, 2017)
The findings of the study show that, teachers for a long time have been demanding their payments such as promotion and transfer allowances. However all of these have not yet met by the government, hence teachers decided to spend school hours to introduce self- initiated activities to supplement with their income. Even though teachers‟ payments are not met, it does not mean that teachers have to use school hours for their own activities. When DEO was asked on what should be done to reduce to problem of misconduct, had the following to say;
I suggest the way to combat the problem of absenteeism by designing better systems of monitoring, reducing unnecessary excuses and invalid absence. Such monopolies must be reduced or carefully regulated. (DEO, Njombe TC, 10th March, 2017)
Some time teachers may be blamed for absenteeism, while the monitoring system in school is not properly. It is true that if heads of school would be serious in supervising day to day teachers‟ responsibilities, the problem of absenteeism could be reduced. The findings indicated that some heads of school believe that since teachers had attended colleges and universities they are aware of their ethics. But this belief is not true since misconduct among teachers is increasing while the number of 60 qualified teachers increased. For that case monitoring of teachers performance in school may be one of the measures to reduce the problem.
4.2.4 Sexual harassment
The findings of this study indicated that, sexual harassment was one of the teachers‟ misconduct. Students described sexual harassment as unwanted sexual advances or visual, verbal, physical conducts of a sexual nature. Most of the teachers were engaged in sexual affairs with their students. The ignorance of sexual abuse procedures in schools and reluctance of teachers to report sexual abuse allows sexual abuses to continue. Sexual abuse is not merely misconduct but it violets students rights, the trust parents place on teachers and it damages the trust relationship between the employer and teachers. Students stated that almost in many schools reported that sexual harassment took place in one form or another. During the FGD one of the student said;
Sexual harassment taking place in our school. It is the young teachers who mostly demand sexual relations with girls. Girls in form three and form four are targeted (FGD, March, 21st , 2017)
Students continued informing on how they are sexually harassed. For example, one student during FGD reported that;
There was a case of senior teacher who was accused of being intimate to form four girls from school C. The teacher fondled her beast and asked her if she is still a virgin and when the girl said yes, the teacher raped her and pushed her, then the girl threatened to report the teacher to the headmaster and teacher was still arrested by the police up when the study was being carried out. (FGD, March, 21st 2017)
Referring the above findings it show that, form three and form four are the victims of sexual harassment, this may be due to the fact that majority of students at this level have already gone through puberty stage, thus sexual stimulation becomes high.
Teachers use this weakness as a room to robe students to engage in love affairs. Also
61 the study shows that, students in secondary schools are sexually harassed but they fear to report before the head of the school. This is because teachers have the power on the life of students in all spheres so they can lead students‟ failure in examination.
One student said;
Some parents feel proud that the teachers might get married to their daughter after school and therefore it is prestigious by teacher-girl friend ship. In some areas girls feel that having sexual with teachers may increase their self esteem, personal benefits and other favors’ (FGD,12th March 2017)
The research findings indicates that, students are humiliated sexually in different ways however some parents feel comfortable with this behaviour and convince their students to maintain the behaviour. Sometimes students involve in this illegal sex due to poverty, so parents are responsible in providing students with all requirement while they are schooling in order to avoid robbing from teachers as a results of poverty. In addition to direct sexual contact, sexually students abuse is also occur when an adult indecently exposes his genitalia to student asking a student to engage in sexual activities.
4.2.5 Unethical dressings
The findings reveal that, unethical dressing was found to be one of the professional misconduct, poor teachers dressing is more common among teachers. In teaching professional where teachers are expected to be role models to their students.
Unfortunately, this is not the case in most cases teachers have observed to be shabbily dressed. Students knew their teachers by style of dresses, the fitting how well ironed and well groomed hair or mannerism. Particularly dressing is for many teachers that they are many jests of their students. For examples, male wearing bathroom slippers, faded clothes, unkempt hair, tattoos, deadlock, claw like nails.
While for female clothes interested by most teaches were gown, tight skit, short skirt 62 and transparent cloth. Model of dressing for female teachers influence sexual harassment. For instant putting on a short skirt and straining to write on high point of blackboard in the classroom is likely to arouse cat call in the class.
It is important to note that the ways of dressing was said to be among the professional misconduct. Generally speaking students do not consider the teaching alone but also dressing as their teachers appearance can make the students to love or hate the subjects, which ultimately affects their academic performance. In the interview students witnessed that;
Our teachers wearing style does not reflect teachers’ code of conduct. Majority teachers for instance (female) teachers are unethical dressed. It is common to see a teacher is over dressed to the extent that when the teacher enters the class his/her disturbs the attention of the class. Also some teachers are underdressed where by clothes such as tight skirt, transparent, short skirt and gown wore by female teachers. All these affect the mind of students during teaching and learning.(FG, 20th March, 2017).
The issue of teachers wearing unethical dressings is currently the common problem among teachers. This problem becomes rampant probably because teachers are not well sensitized to. During the interview one of the heads of school it was found that heads of school do not have teachers‟ dress code copy. May be it will be helpful if these copies of dress code will be pinned on the open places around school compounds such as on the notes board or doors.
4.2.6 Corporal punishment
The other teachers‟ misconduct identified by TSD was corporal punishment. The researcher during the interview with informants on professional misconduct, during the interview with TSD was noted that the abusive language, truants, failure to facilitate learning, lateness, poorly academic assessment and evaluation, drunkard, corporal punishment, was depicted to be the common misconduct in Njombe town 63 council. Corporal punishment is a controversial phenomenon although teachers belief in using it as a means of correcting students behavior. In the study through interview it was revealed that teachers regularly caned students and other related harmful punishment such as giving student very hard work. The interview with TSD officer had the following to say;
In many cases corporal punishment was prohibited to students but only head of school can apply under a specific regulation. Also corporal punishment has effects to students since it can promote phobia, hence causing some students’ loosing interests to study while others decided to vacate the school. In the developed world corporal punishment is strictly discouraged as per child right declaration. (TSD, 15th , March, 2017)
The findings show that corporal punishment should be discouraged and the teachers involved in providing it is counted as misconduct. However, I thought that there is a need to consider the nature of culture in a specific country. For instance, for
Tanzanian students have experienced that effort in academic can be reinforced through canning. Without canning students put less effort in their studies that may contribute to students failure in exams. I suggest that corporal punishment should be observed its authenticity.
On top of that, researcher interviewed parents. One parent said;
The use of corporal punishment is much better not only in school but also at homes. It is applied in order to stop the bad existed behavior. Therefore let teacher be free to use this type of punishment as a way to implement school rules and regulations which are there to control learners’ practices. (P5, 15th , March, 2017)
In the findings parents have experience basing on Africa culture, students haven‟t culture of studying voluntarily, unless there is any reinforcement, so for this basis parents insist on corporal punishment.
64 4.2.7 Abusive languages
Students also reported that they had experienced non spoken sexual harassment during their day to day activities in schools. Teachers mistreat students in the classroom and outside the classroom. Apart from that some gestures used by teachers in the classes imply immorality which do not relate with teaching profession.
Sometimes it is believed that any abusive languages directed or aimed to undermine the authority of a superior is a misconduct offence. The disciplinary action however appropriate for bad abusive language will depend not on the actual words but their context. Events prior to the bad language should be examined as well as incidence that leads to the complaints. In this regard, when the researcher conducted interview with WECs, he was informed that;
…it was during our last meeting when meet a case from one among our teachers from school H. The teacher was condemned to use abusive language to their students. After discussion it was realized that the teacher who revealed such behavior was a graduate from crush programme during SEDP of 2002 and 2009. (WECs, 21st March, 2017)
Various studies indicates that teachers passed through crush programme (short period training) most of them lack teaching skills. It will be fruitful if the government will think of sending them again in the colleges to pursue further training courses in teaching and learning rather than teaching with inadequate skill. In addition to that
WECs have the following to say;
Teachers’ profession has a lot of challenges. Beyond those attributed by the government and teachers themselves are responsible for a various misconduct. The government neglect teachers’ payments, teachers for example you may found that teachers are using abusive languages to students or fellow teachers. This has greatly impact on teaching profession (WECs, 21st March, 2017)
It is true that, majority of the teachers demand for their payments from the government such as salary increase as results it involves in misconduct. Also
65 teachers‟ abusive language harms and demoralizes students and finally leads to poor academic performance.
4.3 Factors lead to teachers’ professional misconduct
The findings from the conversation and critical study of relevant documents indicated views, feeling and experience regarding to the stakeholders conception related to teacher professional misconduct. Under this research objective, it was meant to find information about why teacher misconduct. In order to collect their views the research question was formulated as “What are the factors that lead to teachers‟ professional misconducts?” With this research question the researcher sought to collect information from DEO, TSD, heads of school, teachers, parents and students on what leads to teachers‟ misconduct. In order to collect information, the researcher used interview and FGD which were administered to the informants. The following were the findings on the factors of professional misconduct.
66 Table 4. 3: The factors that lead to teachers’ professional misconducts
No Themes Count Variation Representative Quotes 1 Low income 42 42/57 Teachers use official hour for self and Inadequate initiated activities such as keeping salaries pigs, goat and cattle (S1, 2017). 2 Unsatisfactory 30 30/57 Majority teachers were living on street working this make them tired hence poor conditions preparation (T1, 2017). 3 Insufficient 22 22/57 Infrequently visit of DEO and TSD recruitment of created room for teachers‟ teachers misconducts. (DEO & TSD, 2017). 4 Poor school 18 18/57 Many teachers were incompetent supervision especially the universities graduates (WECs, 2017). Source: Field Visit (2017)
4.3.1 Low income and inadequate salaries
Furthermore the results of the study indicates that, one of the major goal that drives majority of teachers‟ to join teaching profession is to earn income so as to sustain family life. According to teachers‟ codes of conducts teachers is needed to abide to their profession throughout their life by investing all their time in teaching. Once income and salary neglected teachers fall into a big trouble with their family hence yielding poor teaching efficiency. Low income and inadequate salaries were claimed to be among the causes of teachers‟ professional misconduct. Due to low income teachers are forced to engage in private activities so as to supplement for their income. Teachers spend official hours for self-initiated activities. The findings disclose that, shortages of salaries are prime cause of dissatisfaction for most teachers‟ which consequently results into teachers‟ violation of teachers‟ professional code of conduct. This can be evidenced in the following lines made by students;
67 The salary earned by the majority of teachers is low and unsatisfactory compared to that earned by others employees in other professionals like medicines, law and engineers. This in turn forces teachers to engage in other activities to supplement for their income. (ST1, 17th March, 2017)
During the interview, also it was informed that low salaries earned by most teachers lead them to engage in misconduct. This was mainly because the salary earned is not sufficient to meet family obligations like taking students to better learning institutions to pay for the basic needs even fair medications. In addition to that, during interview with parents it was revealed that;
In rural settings teachers own small plot to attend to, and some keep livestock such as pigs, cattle, sheep and goat. While others particularly female teachers make and sell local brew in pub. (P6,15th, March, 2017)
On top of that, student maintained by saying that;
Life expenditure in our districts is high compared to the salary received from, other professions like medical doctors are paid well but for teachers the situation is too worse. That is why most teachers spend some days dealing with poultry projects instead of attending school regularly. Their families depend on them since they are needed help to collect fee for their children and meet home requirements. With the salary they receive it is difficult to manage all these and that is why they spending teaching hours in their own projects. (FGD,15th , March, 2017),
The above findings indicates that, teachers were involving in self- initiated activities due to low salary. I think under this factor, teachers‟ for example, according to my experience in teaching professions, teachers from last year there was no salary increments for teachers, no transfer allowances, no grade increment, no promotions and interests in banking service are increased. All these are facing teachers hence misconduct. In fact, if these allowances of teachers will be met, the problem of misconducts among teachers would be reduced.
68 Following this situation, in urban areas on the other hand it was disclosed that most teachers had taken loan from various financial institution such as National Micro finance Bank (NMB), Cooperative and Rural Development Bank (CRDB) and
National Bank of Commerce (NBC) which led to their monthly salary to pay for the loan. The interviewed participants especially WECs and teachers revealed that majority of teachers spend their loans for unprofitable ways such as drinking alcohol.
Therefore to save their life teachers opted for petty business such as selling ice cream, and weaving clothes.
4.3.2 Unsatisfactory working conditions
The findings from the field reveals that, poor living environment and residing far from school compounds contributed also to teachers engage in alcohol and late coming to school. Teachers‟ informants indicated that shortage of teachers‟ houses forced them renting in place that risk their professional behavior. Due to scarcity of houses especially urban areas teachers had rented houses close to night clubs and bars. One teacher during interview had the following to say;
Living far from the school, tempted them into drunkenness and prostitutions. The informants confirmed that, the overall environments in which teachers live powerfully affect the overall quality of teachers’ behaviour. Some teachers engage in misconduct because of poor working conditions and poor economic status. (T4, 13rd March, 2017)
The findings above reveals that, residing far from school lead teachers come late to school, due to that teachers are coming late to school and fail to begin sessions on time. Long distance covered from home forced some teachers to desert duty after failure of some teachers to secure transfers to the preferred schools. This revealed by teachers that some schools are in remote areas which are considered insecure to most teachers and because of insecurity of the mantioned areas that they are not popular to
69 teachers. Long distance travel to school was responsible to lateness among teachers.
In explanation about teachers residing far from school one teacher from school K during the interview had this to say;
We have no teachers’ houses nearby our school compounds, all teachers are living far from the school. This has become a problem to arrive early to and supervise students during cleanness. Also due to long journey from home to school and from school to home make us tired some thing leads to poor preparation of subjects. (T5, 13rd March, 2017)
In addition to that as far as poor teachers living conditions is concerned, it is evidenced in the following lines made by teachers;
Due to poor living environment for teachers in our village they find themselves engaging in drinking alcohol. They opted drinking alcohol so as to reduce stress. These results to miss periods and class sessions. Most of the local bars you see in the village are owned by teachers. Some of them spend much of the time in monitoring their bars and drinking alcohol even before going their schools. Some time our students are bulled by being caned by these teachers. We have already reported these cases to educational officers but nothing have been done. (T6, 13rd March, 2017)
The discussion above shows that, most teachers engage in alcoholism due to life stress. Also they are engaging in owning bars something lead to inadequate time for classes preparation. This alcoholism among teachers contributed to harsh treatment among students. If teachers would have a comfortable dwelling place even the preparation of lesson would be good and teacher would be not corrupted with the society. Living far from school is also seemed to be a problem. Even though teachers were blamed to misbehave but I think the government neglected the teaching profession. In addition to that, one teacher had the following to say;
…Almost all teachers in Tanzania work under a very difficult condition. Difficult working condition is practically caused by a very low salary and other factors. The salary that many teachers get cannot enable them to meet basic their needs such as clothes, food and shelter. This has forced many teachers to involve in miscellaneous professional malpractices… (T7, 13rd March, 2017)
70 Due to these bad working situation of teachers the responsible organ to claim for teacher rights CWT, had been struggling to solve the problem of low salary and poor living condition, promotion, and get their disturbances allowances. CWT has been calling for strikes so as to exert more pressure to the government to pay teachers outstanding claims including salary scale. All these are the efforts to improve teachers‟ life, however, the problem is still at stake.
4.3.3 Poor school supervision
Likewise the findings evidences that, the increase of misconducts among teachers was influenced by inadequate visit to schools by educational officers such as DEO,
TSD and WECs. The finding indicates that in rural secondary schools were rarely visited by educational officers and TSD officers compared to urban schools. During the interview with TSD officers there was a complain that
It takes a long time for TSD to visit the teachers in rural schools because the funds we get from the Ministry are insufficient to let use visit all school in rural areas. Also most of schools are allocated in remote areas which are not easily to reach. Indeed these contribute to misconducts to teachers in rural areas feel isolated from the top educational authorities thus they lose job commitment and neglect codes of conducts.(TSD,15th March 2017)
More important teachers responses uncovered that management both ministerial and district level who failed to fulfill teachers‟ needs. Teachers felt that they are neglected by the authorities and perceived that they were unfairly treated items of access to promotion, transfers and transfer allowances salary areas and other benefits.
In turn this affected teachers‟ morale and job commitment. The researcher when reviewing teachers‟ code of conduct, it was found that one of the roles of TSD is to facilitate teachers on their ethics, TSD officers replied the following;
There is no any seminar conducted within two years, this is because the location of most rural based schools are at remote and the shortage of funds to facilitate TSD offices, something make difficult in 71 such areas to fulfill their responsibilities effectively. (TSD,15th March 2017)
Despite the fact that teachers seems to involve in unethical practices such as misuse of school funds, but when the researcher asked the heads of school if their schools have document of codes of conduct, heads of school they said;
In our school we haven’t copies of code of conduct, because education officers haven’t provided them copies and the schools do not have funds to buy it. Also we assume that teachers have been studied in colleges and they are aware of them. (H4, 14th March, 2017)
In this regard, it seems that the responsible organ related to teachers professional misconducts TSD is there just symbolically since it is not responsible to its duties due to lack of funds, but they are waiting until the problem reported to the office. In my experience for of five years in teaching profession, I thought that many problems according to teacher‟s professional misconducts dissolved at school level by the head of the school or together with parents, but not reported to the high authority such as
TSD. That being the cases, failure of TSD to visit schools is failure to overcome teachers‟ misconducts.
4.3.4 Insufficient recruitment of teachers
It was reported by heads of school that, inadequate professional knowledge among teachers was responsible factors for teachers‟ misconduct. During the interview one of the informants evidenced that,
…teachers especially those recruited during the implementation of SEDP between 2004 and 2009 had low professional knowledge. Also, it was disclosed that during the period of 2004 and 2009 a large number of people were enrolled in teachers colleges and they were then trained for a short time. (H5, 27th April, 2017)
This was done so as to meet the demand of the teachers for increasing number of students in secondary schools. As a result teachers who were recruited in that cohort
72 were less competent. Most of them have failed to maintain themselves in teaching ethics by involving themselves in misconducts such as unethical dressing, drug abuse, sexual misconducts and drunkenness. Basically teachers ought to be professional trained in colleges where one learn ethics of the teaching industry. Very unfortunately for many years courses for teacher ethics have a glaringly absence from curriculum of teachers education and training. One of the teachers from school
E, quoted saying;
The colleges and universities did not have specific and separate courses on teachers’ ethics, but rather the main focus was put on courses such as teaching and learning, classroom management preparation and the use of teaching aids. In such courses the areas of teachers’ ethics is not well defined. (T 8, 2017)
The findings above show that, teachers colleges lack specific course for teachers‟ ethics. This may be the reasons as to why many teachers engage in misconducts. As teacher ethics is not well-defined in curriculum itself, the teaching of a such subject is not guaranteed. Often time and teaching of teachers‟ ethics such a situation depends on the interests of the teacher responsible for the course. In fact until 2003, the curriculum for teachers‟ education had a title provision of teachers‟ ethics. Thing have changed now Tanzania can speak at least the professional ethics in the curriculum for preparation of certified secondary schools teachers from Diploma and
Universities colleges in Tanzania.
Nevertheless, some informants identified the curriculum incompetence‟s of tutors as a hindrance of teaching ethics and reinforcing teachers‟ professionalism. It was generally difficult for college teachers to teach teachers ethics when they were not adequately exposed to them during their training in colleges and universities. During the interview with one of the heads of school, has the following to say;
73 To justify this during the interview with heads of school, it was revealed that most of younger teachers especially the graduates from universities are incompetent. Most of them have problem in wearing style, some of them they used to wear tight trousers, jeans, and sandals as for men and tight skirt, gown and short skirts for women during class hours. Also the currently university lectures themselves are morally in competent. (H6, 3rd April, 2017).
Again in the some reason of incompetence of the colleges, one student added that;
Always we are restricted to use mobile phones at in the school vicinity, wonderful enough some teachers do not put their phones in silent mode during class sessions. You can find a teacher is answering to a call in the class instead of going outside of the class. Generally both of these situations have a great impact to students learning milieu (FGD,30th March,2017).
Through this explanation it is clear that these teachers were not well prepared by in their colleges. This problem arises for two major reasons. Firstly, teachers training college did not have course related to teachers‟ students‟ ethics. Secondly, since curriculum did not have a provision of such distinctive course teachers in colleges use different lessons to introduce students‟ teachers to the aspect of teachers‟ ethics.
On the other hand, shortage of qualified teachers in secondary school affects teachers‟ ethic and students. This problem has forced the government through
MOEVT to adapt fire-brigade strategies to recruitment including unqualified teachers. The initiatives such as reducing teachers training periods which in turn affected the quality of teachers produced for secondary schools. During the interview with WECs was quoted saying;
Recently the government has reduced the time to attend diploma training courses from two year to one year. This crush programme was part of SEDP of 2004-2009. The programme was aimed at easing acute shortage of teachers’ qualified teachers in secondary schools. Another alternative to the problem was to employ the graduates from universities and other institutions of higher learning that did not possess any basic professional teaching qualifications. This is the source of all misconducts among teachers. (WECs, 18th March, 2017)
74 The findings above reveal that, minimal time for teachers training paved the way for teachers‟ misconduct. It is true the content within two years cannot fixed within one year there must be removal of some units. Again, employing a person from other fields in teaching profession, it is a big problem since every field has its own ethics in which a person should abide with. WECs had said;
Since we have direct need for teachers, as you know the number of schools have gone up drastically, we desperately look for teachers, we say we can take you but after a certain time we will send you to PGDE for those who do not have training in teaching so that they get professional skills. This is where all the problems begin (WECs, 18th March, 2017).
The finding above show that, crush programme for teachers was used with the aim of upgrading them in future, but up to now they are still working. It shows that teachers‟ field is dumping place any one can be a teachers, something which is wrong wrong.
This is the time to change our way of thinking on teaching professional. All these counterproductive measures undermine the central mission of attaining quality teachers in Tanzanian secondary schools. It should be emphasized here that these people represent diverse specializations including engineering, horticulture, sociology, political science and home economy but without basic teaching qualifications. It is pertinent to note that by employing every jobless degree holder in teaching professional to solve teaching staff crisis makes task in attaining quality teachers in secondary schools.
Generally teachers‟ misconduct is influenced by many reasons, others include work environment, home background, teachers‟ character, and school leadership.
Teachers‟ is supposed to be above average in maintaining of discipline both inside and outside school. Teachers are made aware of minimum level of acceptable behavior during pre- service training. Acceptable standards behavior of teachers are
75 to be good moral character, free from any criminal offences, not to desert duty, no misappropriation of public funds, no submission of forged document. Let we put emphasis on teachers‟ ethics by introducing subjects related to ethics from primary school to university and introduce counseling office in our learning institutions.
4.4 The effects of teachers’ professional misconduct in teaching efficiency
Teaching is a sacred professional. It is rather a sacred service than a professional any profession demand for its worth, existence, acceptance and reinforcement of the code of ethics which make the professional self regulating, self governing and self satisfying. After the analysis of the research findings the study comes up with a total of three (3) main themes and twelve sub theme. The major theme was developed deductively from the research objectives and the sub themes were developed deductively from the research findings. The table 4.4 below illustrates the major themes and sub themes of the study.
Table 4. 4: The effects of teachers’ professional misconduct in teaching
efficiency
No Themes Count Variation Representative Quotes 1 The effects 40 40/57 Entering the class while drunkard led the students to biasness to students (DEO, 2017). 2 The effects 38 38/57 The behavior of teachers such as to the alcoholism, lowering teachers‟ status professional (TSD, 2017). 3 The effects 30 30/57 Many teachers in our school affected to the Psychologically due to love affairs teachers with students (T1, 2017). Source: Field Visit (2017)
76 Teacher professional misconduct has a variety of impacts in teaching efficiency.
Teaching covers a wider ground and thus the effects of teacher‟s misconduct are multidimensional. Below are narrations of these sub themes.
4.4.1 The effect of teachers professional misconduct
When a professional teacher involve in a professional misconduct, it bears a variety of negative consequences that can directly affect the teacher him or herself such as psychological confusion, stress, social effects, being dismissed from work and service, diseases, being poisoned and conflicts. Some of these effects are as follows;
Teachers professional misconduct lead to Psychological effects
It is about 8 out of 15 teachers in each school informed that, teachers who involve in misconduct such as love affairs with students affected psychologically. The psychological effects expressed by teachers includes frustration, depression, stress, low self esteem, self pity, being hounded by act and also the time spend most of his or her time debating on his case give into the harassment. The sexually harassed teacher becomes disgusted and loss concentration in academics, los focus in school work, develop negative feelings towards the perpetrators, spend most of teaching time thinking on these experiences and in the process fail to meet academic targets.
When teachers interviewed had said,
Teachers who engage in misconducts such as love affairs with students can always be affected in mind (abnormal mind) because he or she knew that any time can be poisoned. (T9, 1st April, 2017)
The findings indicate that there are negative effects on teachers when they encounter sexually harassment in schools. This may lead to student not get well taught and teachers may seek for another alternative (transfer, withdraw, denial) to be away by perpetrators. This affects the teacher‟s career growth. Stress is one of the burning
77 issues as far as teachers professional misconduct as concerned. Stress can be defined as anything that causes physical and/or mental/brain wear and tear on the body and mind. Stress may be the appraisal or interpretation of an event as signaling harm, loss or threat. Therefore, Stress means, any change, internal or external, positive or negative, which causes physical and/or mental wear and tear on the body and mind.
During the interview with one of the teachers she/he said;
Three weeks ago one teacher was caught by the police since he impregnated a form four student, when they were on the way to police station the teacher was fall down due to stress. After one hour he was recovered and was send to the police where he was imprisoned till the time when this research was done. (T11, 23rd March, 2017)
The quotation above suggests that, teachers professional misconducts such as love affairs with students lead to stress among teachers. This stress had many effects to the teachers, another teacher quoted saying;
Stress may play a part in making people vulnerable to illness. The person with stress can be seemed to reveal some symptoms such as heart symptoms, significant pain, anxiety, or depression. The stress effect moves blood flow away from the skin to support the heart and muscle tissues. The physical effect is cool, clammy, sweaty skin. The scalp also tightens so that the hair seems to stand up. (T12, 18th April, 2017)
The quotation above suggests that, stress affects teachers to the large extent.
When a teacher confronts with this situation cannot get brain settlement for better preparation of the lesson. Apart from that teacher can die due to stress.
All these weakens‟ teaching efficiency.
Teachers professional misconduct lead to Social effects
During the field work there are some informants identified that there are moral problem of the society as a serious leading to teachers professional misconduct.
There was evidence that immoral practice found in the society at large tends to find
78 their way in different secondary schools. The environment changed from the past, some people behave according to the environmental influence. The society has a great influence on people couple with the economic environment which is different today. Demand also has changed so much so sometimes teachers‟ behavior is a responsible to social demand.
When one parent was interviewed about moral problems of the society had the following to say;
Generally recently society is totally corrupted, this is due to globalization. In former days it was not easy to see male teachers are wearing tight trousers, playing disco with students, dropping trousers down the wheel entering in the class with a head phone on the ears and for male teachers wearing tight skirts, transparent that show under ware clothes and gown in the classroom. This problem had affected many teachers and students too. (P7, 2nd April, 22017))
The other parent had the following to say;
…Code of conduct is so open to everybody unfortunately most of teachers are not interested to be bound by rule and regulations but rather they prefer being free. Some teachers tend to say that they are human beings so it is not possible for them to avoid their nature. Why should they leave their fellow from street to enjoy with their students alone?...(P8, 2nd April, 22017))
The quotation above suggests that, it is obvious teachers are part and parcel of the corrupt society in most cases teachers were subjected into misconduct such as love affairs and alcoholism. Teachers said that they have been affected socially due to corrupt society. Some of the social effects cited during the interview include the inability to interact freely with the harassed person, felt guilty, loneness, withdraw from colleague for fear and also kept off from opposite sex because of fear. They further stated that they lost face/status in the society especially when their sexually life was talked unnecessarily. During the interview one of the teacher quoted saying;
79 The teachers involved in drunkenness or love affairs with students always feel shame or shy before their fellow teachers and their families. Apart from that, since drunkenness and love affairs consume money , a teacher may became bankrupt and leads to family problems such as failure to provide family needs such as school fees, food, and poor development. (T14, 1st April, March 2017)
Due to drunkenness for example, teachers salary were misused as a result in the middle of the month teachers become bankrupt. This indicates that, the society may affect teachers and hence fail to meet expectations of the society
4.4.2 The preserved teachers professional misconduct in teaching and learning
One of teachers‟ misconduct is poor preparation. Since teachers come late to school and leave school before official hours as a result they just give students home work and tell class monitors to copy lesson notes. Hence it is difficult to cover the subject topic because teachers do not teach the lesson regularly. As far as poor preparation is concerned, head of school said that,
Teachers are busy with their own business instead of teaching even life skills to our students. As they fail to deal with students who did not conform to school rules and regulations especially those who missed classes or late comers. (H6, 25th March ,2017)
In fact the quotation above indicates that, most of the students fail to continue with further studies due to poor teaching efficiency. Hence there is a possibility of truancy and drop out because of teachers‟ misconduct. Actually better preparations enable the teacher to be aware with his or her classroom. From language and cultural barriers to social economic differences all educators face deterrent in the classroom that must be broken down by individualized techniques. Decision making by well trained profession allow individual clients needs to be met more precisely and promotes continual refinement and improvement of overall practice. Thus, by bridging these barriers the teacher will be better prepared for classroom management and create an active learning environment. 80 The findings also indicate that, teachers can undermine their status in several ways
such as love affairs, examination fraud and unnecessary transfer from one school to
another in which greatly undermine their professional growth. The other issue that
implies lowering status of teacher is illegal use of telephone, one student said;
Always we are restricted to use mobile phones at the school vicinity. Wonderful enough some teachers do not put off their phones during class sessions. You can find the teachers’ is answering to the call in the class instead of going outside of the class. Generally both of these have impacts to students learning milieu. (FGD7,15th March, 2017)
In fact teachers themselves contributed much to decline of their professional status as
they demonstrate different unethical behavior contrary to their professional code of
conduct. If teachers will interrupt learning in receiving calls, students will ignore
status of that teacher. Again, during interview with parents it was revealed that
teachers are involving in misconducts. One parents was quoted saying,
A decade ago we used to respect teachers in our community and they respect themselves contrary with now days. You will find others are drinking local beer during class hours. In many opinions these teachers are not fair to our children and that is why you will find that form four levers fail their final examination.( P8,15th March, 2017)
The quotation above suggests that, community is no longer respecting teachers, since
they are involving in non- professional activities. Because of this teachers and
teaching profession in general for many years have been lamented of and a dumpling
place for people who have failed to fit or rejected in other profession. This
lamentation accelerated the lowering of the teachers‟ status in the society.
Likewise poor assessment was also evidenced as one of the effects of misconducts in teaching. Assessment can be regarded as the process of gathering information to monitor progress and make educational decisions if necessary also may include a test and methods such as observations, interviews, behavior and monitoring. Nearly half of
81 teacher educations provide no preparatory coursework in students‟ assessment classroom practices. In narrating this, TSD officers had the following to say;
It is obvious if the teacher will engage in misconducts such as drunkenness, drug abuse, absenteeism and late coming the assessment will be improper. Actually this teacher will fail to have better preparations as a result may compose test with low grades, poorly marking, poor grading of students and poor evaluation. To achieve all these a teachers should have in a sound mind.(TSD, on 25th March, 2017)
Through teacher involvement in the above misconducts, it becomes difficult to
compose authentic or reasonable test, quiz or examination which will measure the
understanding of student. Even marking scripts of students become difficult and
finally found compromising the results.
Mean while, teaching process can be affected due to misconduct, leaning is highly
affected than others in different ways such as poor academic performance, poor
interaction, being bias, lose concentration and lack of interaction and integration of
knowledge. Biased behavior among teacher in the classroom contributed by
misconduct is something common. Many students humiliated their marks, during
exanimations or test, beaten, chased, moved out of the class, tortured, provided harsh
treatment due to misconducts ground. In this scenario if a teachers for example have
sexual relations with students he won‟t treat fairly treat them without bias, even
abuse ranges from verbal harassment to severely beating. During the interview DEO
had the following to say;
It should be noted that, the teacher who involve in love affairs with his or her students will be bias to the students. Always those students who will be able to meet teachers interests will positively treated such as closeness assistance in academic, awarded high marks, offered learning resources such as money, exercise books, books and uniform. On the other hand other students who refuse to meet teachers’ interests will be maltreated in their studies. (DEO, 15th March, 2017).
82 In line with the above maltreatment it is clear that a student‟s who has been sexually abused by a teacher cannot participate fully and enjoy the lesson taught by such teacher. In the same vein, the teacher also cannot control himself from being biased against such a student who has denied sexual relations with him /her.
On top of that the findings evidenced that, poor interaction was one of the effect of misconduct towards learning process. It is obvious that whatever improper conduct a teacher exhibit before students automatically affect teachers–student attachment.
Interaction in the classroom is very essential part in learning process, since it involves the process of one or more people engage in reciprocal action. There is correlation between classroom interaction and effectiveness learning process. In supporting this one of the teacher quoted saying;
Education with correlated activities of learning process involves interaction between teacher-students, teacher-materials and students- students as such channels of realizing its objective. It is managed by everyone not teacher only but also student. (ST7, 15th March, 2017)
This interaction is usually used to express their ideas together. Effective classroom interaction has two implications, the first one concerns a pleasant atmosphere in the classroom with friendly relationship among the participants of learning process. The second which is mostly described encourages students to become effective communicator in learning process. Through the proper interaction students are able to realize the expected goals.
Apart from that, the findings indicate that, poor performance was one of the effects of misconduct in learning. It is the fact that, students experience a wide range of effects from teachers misconduct such as sexual harassment that impacts their academic includes have trouble of sleeping, loss of appetite, decrease participation in
83 class, avoid group discussion, thinking about changing school. Many students failed to achieve their objectives due to teachers‟ professional misconduct in secondary schools. To show that teachers‟ misconduct affect students‟ efficiency, one student‟s during FGD said;
In our school some female students have sexual relations with teachers as a result almost three students every year are discontinued studies due to problems associated with pregnant. Last month one girl was suspected to have pregnancy, after pregnant test it was confirmed that the girl was pregnant. (FGD, 18th March, 2017).
During the interview with students one student had the following to say;
Our English teacher had very poor attendance in a month he may attend once and when he comes in the classroom he asks our class monitor to write notes on the blackboard for us. With this teacher I don’t think that I will manage even to pass his subject during the final examination (FGD, 23rd March, 2017).
For teachers to yield high academic performance to students he or she should attend class sessions as much as possible. However some teachers do just provide their students with notes something lead majority of them fail in their final examination fail their final examination.
Generally, teachers‟ professional misconduct had a number of effects in teaching efficiency in a wide scope. Apart from the mentioned above others includes, a teacher can get diseases, being poisoned, being dismissed and demotion. The quality products in teaching professional is invested on the hands of teachers, this being the case employers should much effort to improve teaching environment and teachers preparations so as to yield better products. Therefore teachers should be given enough preparations, high salary and promotion so as to reduce professional misconduct among teachers.
84 4.5 Discussion of research findings
The findings in the foregoing section reveal the stakeholders conception towards teachers professional misconduct. Stakeholders have been expressing their perception which has been linked with other scholars work in the line of teacher profession misconduct. The following is the discussion on three themes of the study which were to explore stakeholders‟ conception towards teachers‟ professional misconduct, to investigate factors that lead to teachers‟ professional misconduct and finally to examine the effects of teachers professional misconduct in teaching efficiency.
4.5.1 Stakeholders conception towards teachers’ professional misconduct
In the next sub-sections, the study discusses these findings based on the developed sub-themes. The discussion embedded in the major findings. Some of the sub-themes include: Alcoholism, Neglect of duty, corporal punishment.
Alcoholism
The findings of the study indicate that, majority of teachers involve themselves in alcoholism. Stakeholders conception were articulated in this study, corresponds to some studies conducted in various parts of the world. The problem of alcoholism was found to be the dominant among secondary school teachers. This findings concur with the study conducted by Barrett (2004: b), who estimates that as many as 1 in 7 male teachers in rural school have drunkenness problem. Similarly finding in this study indicated that teachers develop drunkenness behavior when they become more familiar with and interpreted with rural communities since selling and drinking local brews were reviewed as social economic activities in rural areas. More prices for the local brew were relatively cheaper compared to those of modern beers. The price of
85 local brew rangers from Tsh, 200 to 300 per litre. Such price made it possible for the majority of the teachers to be attracted to it with their litre income. Similarly these findings were also supported by Salamon (2000) who assessed that, alcoholism has many effects to teachers work performance, safety and other aspects of any individual behavior such as violence or bad language that should be considered when dealing with alcohol in work place.
These findings were contrary to study by Mfuse, (2015) who argued that anything else can either be bad or good it depends on the use of it. Example intelligent and self control is good but it can enable someone to be clever or difficult bad thing, if that is what they choose. Power can be good but it depend on what use we put it to.
Furthermore the findings also contrary with teachers‟ code of conduct of 2015, which states that, a teacher should not involve themselves in alcoholism (URT, 2015). This means that teachers were not allowed to get alcohol but the studies shows many teachers taking alcohol. These findings concur with Emmanuel Kant Theory of
Deontological Ethics which evidenced that, deontological ethics is concerned with ethical norms or standards as expressed in the rules and standards set by the members of the organization responsible for employing workers (Geisler, 1971).
Some actions practiced when teachers become drunkard such as abusive language, raping and sexual romantic to students are counted as violation of human right. One of the duties and functions of Human Right are provided under Article 130(1) of the commission of Human Right Act Revised Edition 2002 which states that to conduct enquiries into matter involving violation of Human Right (Mwakila, 2010). It is commonly positive that, behavior like, alcoholism affecting not only the individual teacher concerned but the professional as whole is disrepute‟s. Teachers in Tanzania
86 particularly in Njombe TC are serious affected by alcohol to the point that it affects their ability to do their jobs successfully (Mfuse, 2015). Further the findings of the study correspond with the study by Ng‟oma and Simatwa, (2013) who maintained that, alcohol as a form of misconduct cuts across other form of misconduct in the way that some teachers engage in alcoholism and end up getting late to school with post drinking hanging over.
The study report by WHO, (2007) who assessed that, The Global Status Report on
Alcohol of 2004 indicates that, this trend is like to continue in future exerting an enormous toll especially in developing countries such as South Africa. It is often abuse resulting in alcohol addiction becoming a common phenomenon worldwide. In spite of alcohol had caused emotional stress in the life of million, its use continuous to rise among rich and poor society. Through the discussion from various studies secondary school teacher were highly affected with the problem of alcoholism. This is one of the indicators reveals that recently teachers do not comply with the code of conduct. Therefore TSD and other education stakeholders should put much effort to reduce the problem of alcoholism among teachers.
Negligence of duties
The findings had confirmed that, neglect of duties affect negatively to the teacher curricular delivery in that set target may not realized. These findings lie in line with the study by Ng‟oma and Simatwe, (2013) who found that, duties of the teacher is very crucial that if not performed well as expected may danger to the well being of students and those work with. These findings blend with Emmanuel Kant Theory of
Deontological ethics which believe that, there are duties we have because of our particular personal or social relationships. If you have made a promise, you have a
87 duty to keep it. If you are a parent, you have a duty to provide food for your children
(Ridley, 1998). Negative attitudes towards work may neglect their duties such teacher engage in economic pursuit end up with forgetting the duty of teaching. The findings of this study furthermore agreed to Mfuse, (2015) who remarked that, teachers‟ believe their pay is small and must makes ends meet. In this group include teachers‟ who overcommitted their salary and end up looking for where to borrow money to make ends meet. This makes some teachers‟ to take their teaching job seriously as in Tanzania where teachers‟ tends to regard their carrier as transient. The findings were also supported by the study by Anangisye, (2011, commended that, all these malpractices impede teaching profession in Tanzania; however, there might be something wrong with the nature of curriculum that is to prepare teacher trainees.
However, negligence of duty can be clearly justified in the aspects of lateness and absenteeism. Literally the term lateness implies a situation where an individual arrival after a proper time schedule or usual time. The findings concur with the study by Breezes, (2010) who assets that, lateness is synonymous with tiredness which implies being slow to respond, thus not meeting up with proper or usual timing.
Teachers‟ misconducts are the big problem in secondary schools. The findings indicate that many teachers were coming late to school. The findings agreed with the study conducted by Ng,oma and Simatwa, (2013), who reveals that, various forms of teachers misconduct were experienced in Nyando District in Kenya, these include teacher lateness to school.
The study also reveals that there are numerous causes of lateness to school. These studies were consistent with the study by Oghvuwu, (2008) who pointed out that, among others, the following are the main causes, going late to bed, this could lead
88 to working up late as could be deduced from the literature that early to bed early to rise. Distance or location from school is another cause, teachers residing far from school believed to be the cause for coming late to school to most teachers. Contrary
Ali, (2007), indicated that, it can be said that, lateness have many effects to the teacher and teaching efficacy as it prohibit the process of achieving goals of the school. The basic reason of human components is to enable easy achieving goal and objectives establish at school. Therefore lateness among teachers in school delays the effort towards achievement of the school goals. This findings were contrary with the objective of Education Training Policy of 2014, URT (2014) which states that, one of the roles of teachers is to enhance national unity, identity, personality of integrity, ethics and readiness to work. Further the study by Luambano, (2014) suggests that, lateness problem among teachers could be best handled through guidance and counseling.
The findings also indicated that the other aspects shows negligence of duty was absenteeism. These findings concur with the research finding by Ng‟oma and
Simatwa (2013) who assert that, teacher‟s absenteeism was the common misconduct among teachers. Absenteeism also influenced by environmental factor, home factor and management factor. In my current study informants agreed that there are absenteeism. Quite contrary the study by Maphosa, (2012) observed that, the main reason for misconducts like absenteeism is lack of accountability. The problem of absenteeism may be attributed by poor economic status of the teachers. Teachers are engaging in entrepreneurial activities to earn something so as to meet the cost of living since the salary they get did not fulfill their basic requirements. The findings are also in the line with Betweli, (2013), who reported that teachers in Sumbawanga municipality and rural districts of Rukwa region in Tanzania spend few hours in the 89 school and used rest of their time in private business due to low income. The notion agreed with what Haki Elimu (2010) says that, the rate of absenteeism in secondary school is high thus, leading to failure completing curriculum and poor academic performance among students. Different research indicates that secondary schools conditions in least developed countries reveals that among 14 surveyed countries,
Tanzania had the highest rate of teachers‟ absenteeism during the interview it was found that majority teachers were not present at school without any information to the head teachers.
These findings relate with Emmanuel Kant Theory of Deontological Ethics which affirms that, people should hold fast to their obligation and duties when analyzing ethical dilemmas. This means that a teacher will follow their obligations to students, administrators, fellow teachers and society because upholding one‟s duty is what is considered to be ethically correct (Ridley, 1998). The problem of lateness and absenteeism among secondary school teacher were highly affect teachers efficiency in teaching and learning. One of the main reason were teachers residing for from school campus, something make teachers to walk long distance hence become tired as results arrive late to school or absent. It is true that if teachers would be provided houses and live nearby school the issue of lateness and absenteeism would be reduced.
Corporal punishment
The findings of the study show that, teachers are involving in corporal punishment in different time. This finding consonance with the study by Ndibalema (2013) who stressed that, the incidences of corporal punishment in Bukoba District where teachers were punished due to misconduct. In February 2009 a district commissioner
90 in Bukoba ordered to canned 19 teachers due to misbehavior. Corporal punishment is a controversial mater although teachers belief in using it as a means of correcting students behavior. The findings blend with the study done by Ng,oma and Simatwa,
(2013) who revealed that, teachers regularly use cane and other related harmful punishment such as giving student very hard work. In many cases related corporal punishment results into creating phobia, hence causing some students loosing interests to study while other decided to vacate the school. In the developed world‟s corporal punishment is strictly discouraged as per child right declaration.
The findings were supported by URT (2014) who states that, in June 2006, the committee on the right of Child adopted General comment no 8, on the right of child to be protected from corporal punishment and other crucial form of punishment, which emphasize the immediately obligation on state parties to prohibit the use of corporal punishment to children either at school or at home. In Tanzania mainland the use of corporal punishment is under the National punishment regulations of 1979 pursuant to article 60 of the National Education Act of 1978, which authorize the
Ministry to make regulation to provide for and control the administration of punishment in schools. Also the law of Child Act 2009 does not prohibit the use of punishment in school. These findings comply with Emanuel Kant theory of
Deontological Ethics which affirms that, rules are set to be standards of what ought to be done and there is no room for conditions prevailing at the time of executing one‟s duties. Therefore the teacher will have to treat students fairly and respect both students and fellow teachers. This theory enables teachers to be obedient to their professional code of ethics and conduct and strive to produce good consequences
(Penslar, 1995).
91 Moreover the findings of the study by Jonathan, (2014) asserted that, in Tanzania it is lawful to use productive punishment in school to change students behavior, but it is unlawful to use corporal punishment either at home or at any educational organization because this kind of punishment violate human right as it can lead to both physical and mental harm to students. However, the findings of the study by
Mfuse, (2015) maintained that, in most cases students know their right, so the matter here is to tell them what is wrong and what is right which would help them in getting knowledge on what is right rather than relying on using canes. The declaration of right of the child of 1959, states that “all children without regard race, colour, status, sex, language, religion, or political are entitled to the right of set out in this declaration of the right of the child”. The other are “the child will enjoy the special protection and be given an opportunity and facilities to develop physically, mentally, morally, spiritually and socially” (Ibid)
Even though corporal punishment was prohibited but my thought there is a need to consider the nature of culture in a specific country. Tanzanian students have experienced that effort in academic can be reinforced through canning, without canning students put less effort in their studies that contributed to failure. Thus, I suggest that corporal punishment should be used in our secondary school since our society is not civilized as European society.
4.5.2 Factors that lead to teachers’ professional misconduct
In the sub-theme two of this study, to investigate the factors that lead to teachers‟ professional misconduct which was included item like, Low income and inadequate salaries, Unsatisfactory working condition, insufficient recruitment of teachers and poor school supervision.
92 Low income and inadequate salaries
It was revealed that, low income and inadequate salaries to large extent was the reason to teachers‟ professional misconduct. These findings are in the line with the studies by Hallak & Poisson (2007) and Anangisye (2006), who disclose that, low salary and income is the prime cause of dissatisfaction among most teachers and consequently resulted into teachers‟ misconducts. The findings also lie in line of
EFA report of 2010 that states that, the global financial crisis has adverse impact on income has compromising both individual and government capacity to provide education services. Teachers‟ commitment to the professional has been declining.
The findings indicate that there are several factors attributed to poor commitment such as poor working condition, low salary, low knowledge of teaching profession.
Likewise, these findings correspond with the study by Mkumbo, (2012), who found that, poor teacher commitment to the teaching is influenced by poor working condition in schools for teachers includes provision of adequate housing and social services. Hence teachers were de-motivated
The findings also found that though teachers are suffering from low salary still salary increments and disturbances allowances were not paid as a result teachers‟ strike to demands their payment. These findings consonance with the study by BDHRL
(2011) which states that, in 2008 the government was granted the court injunction to stop hundreds of thousands of teachers in sticking over unpaid salaries and allowances. A judge ordered the teachers and the government into arbitration before allowing the teachers to go on stricking. In September 2009, the government stated that they were verifying and auditing teachers claimed for salary and allowances but planned to make payment in October. Although there continued to be some
93 complaints about wages there were not similar scale and did not involve in court hearing.
Poor salaries among teachers seem to reduce their morale towards the teaching professional. My suggestion is that, teaching professional had a contribution in
Tanzanian economy as other field contributes. In this country teaching professional is neglected as if had no role in National economy. Thus teachers should be recognized by the government by providing all facilities if we need to revive education field.
Unsatisfactory working conditions
With regard to this theme, the findings show that, poor living environment and residing far from schools compound contributed also to teachers‟ involvement in misconduct such as less commitment, de-motivated and lateness. Due to scarcity of houses particularly in urban area teachers had rented house far from school. These findings relate with the study done by Bennel and Mkyanuzi (2005) asserts that, the overall quality of environment in which teachers, live powerful affects the overall quality of teachers‟ behavior. Also residing far from school contributed to lateness.
Also, Poor working condition also contribute to the increase of unethical practices among teachers. In many developing countries particularly Tanzania, the working condition for majority teachers are not favorable. Such condition includes shortage of teachers‟ houses, classrooms, desks, and shortage of teaching and learning facilities.
These findings blend with EFA report of 2010, that states that, however the number of challenges remain, the expansion of education infrastructure has no bee match with our expectation, teaching and learning resources such as teachers houses, library, laboratory have mainly lagged behind due to financial constraints (URT,
94 2010). Contrary to the study by Hallak and Poissons (2007), argue that, these conditions normally tempt them to less commitment and de-motivated which in turn to professional misconduct. Poor working conditions with no motivation, no salary increments forced teachers to involve in private business so as to supplement their income. Furthermore the findings concur with study by UNESCO, (2008), contended that, due to ban private tuition which supplement teachers‟ income, teachers now are engaging in other activities to boost their pay. These findings also blend with the studies by Mng‟ong‟o (2015)) who say that, Tanzanian teachers were forced with increasingly classes but they have not received any increase in remuneration, observes
In Most secondary school there were no enough classrooms and desks so the rooms are overcrowded and students were sitting uncomfortably. Also there are only three teachers‟ houses instead of twenty two, so majority teachers are living far from school. Hence, it is difficult for the teachers to work effectively. Although there are poor conditions in school, it seems that educational administrators are not serious in this problem. In addition most of teachers‟ are not committed therefore they take this opportunity to neglect their duties. The findings agreed to Bannell and Akyeampong
(2007) who assessed that, the majority of teachers‟ do not have enough knowledge on teaching professional. As such they entered teaching professional as a second choice. The reasons for joining teaching professional includes easy getting employment after completion of studies, lack of qualification to join other profession and influence from parents
Teaching professional is one of the most important necessities in the present day‟s community. Unfortunately nowadays, no one concedes the significance of the field
95 even the teachers‟ themselves. The findings lie in the line with Mkumbo (2012) who observed that, the analysis of the proceeding reveals major reasons that motivated teachers to join the profession. These include easy getting employment and teachers, salary. Further the findings similarly with Bennel and Mkyanuzi, (2005) who noted that, the studies have consistently demonstrate that poor pay is the most frustrating factor for teachers in Tanzania. There is no doubt that salaries that teachers receive are an effective factor that encouraged teachers to continue or abandon teaching profession. One among those problems is concerned with payments. Teachers are entitled to be paid salary, leave allowance and arrears when they get promotion but they neglected by the government. Many studies have been conducted in this regard and seem that teachers are not satisfied with their salaries.
The condition of work place for teachers‟ is another issue that makes teachers do not continue with teaching career. In Tanzania majority of teachers in the government schools are suffering from various problems. This problems lead to social- economic problem to teacher, as a result they are accorded to low status in the society.
Teachers‟ effort to improve the efficiency in education around the world is often serious undermined by payments, status and self esteem. The findings relate with
Mng‟ong‟o (2015) who maintained that, ILO and UNESCO document of 1984 stated that, there are over 30 million teachers throughout the world who are living low standards of life due to low income and working under enormously varied condition.
The findings also consistency with Lymo, (2014) who asserted that, majority teacher prefer leaving teaching profession because of poor salaries and living condition.
Teaching is not a respected professional again we cannot build our own houses or buy cars like people in other professional do. We walk to school like our students, we are living low standard life and many are no attracted to become teachers‟ 96 Insufficient recruitment of teachers
It should be noted that the professional misconduct is not only coined to sexuality misconduct, but also several others which administrators need to be aware. For instance, in teaching professional the problem of incompetence has been reported to be common in Tanzania. These study were correspond with the study by Ndibalema,
(2013) who pointed out that, incompetency is the technical failure in the sense of pedagogical matter in the delivery of the contents as expected including lack of authority over his or her class (failure to manage the class) inability to communicate to the students, inadequate knowledge and grasp of subject matter. While, the qualified teachers are able to enrich students with good morals. Trained teachers have psychological knowledge and skills for understanding learners‟ needs, proper selection of teaching and learning materials and methods for delivering a specific learning content. Also qualified teachers are informed of the misconduct (poor wearing and use of corporal punishments) that affect learners‟ concentration and have proper knowledge and skills of organizing topics sequentially
To some extent, there are problems with teachers training colleges in the sense that teacher trainees graduate while they are incompetent as a results they fail to perform their role accordingly. This assertion occurs with Mfuse, (2015), who argues that, teachers training do not equip teachers for the efficiency performance in the classroom sessions. These studies were similarly with the study by Luambano,
(2014) who observed that, in order to improve teachers efficiency is important to have a clear training policy that stipulates behavioral objective to be obtained at the end of course. It is some time amazing; the content the teachers bring into the classroom questioned the teacher ethics to the subject matter they want to include to the instruction. The teacher has to decide whether there will be enough time to cover 97 each skill of the content area. If there is, some critical thinking skill to be included in the content even enough the skill cannot requires its coverage. The teachers should decide what to do. He or she should not attempt to leave out difficult parts of the course of content when students will need it.
On the other hand, this signifies that misdemeanors in the teaching enterprises may be reflection of the present social ills. The findings concur with Kaduma, (2004) who reveals that, it is arguable that trainee teachers from a moral depraved societal in which related misdeed, corruption and theft are pervasive. Teachers can be affected with these social evils in some ways. More upon these graduates have to work in the already corrupted communities a situation that compounded that they have to work with unprofessional teacher and other corrupt or irresponsible members. In such a scenario one has just to imagine the kind of teachers we do have in our secondary schools. The findings also agreed with the study by Mng‟ong‟o, (2015) who asserted that, teachers professional misconducts have large ground effects not only to the teacher but rather, in wider society has spill – over effects on students as well as the environment in which they have to work.
Unfortunately some teachers have negative way of understanding teachers‟ professional misconduct. The findings consonance with the study by Luambno,
(2014) who says that, personal behavior of each individual teacher‟s varies according to the teachers‟ belief, what are misconduct. Each teacher may believe that their interpretation of misconduct is being practiced in their behavior and in their personal lives and if this is true he/she is demonstrating characteristics of professional misconduct. By demonstrating professional misconduct in the classroom with the use
98 of action, attitudes and words make a positive impact to many students that the teacher will come in contact with throughout their teaching carriers.
Poor school supervision
Problem related to the management of teachers contribute to unethical behavior among teachers. The quality of management at school level in particular, is a critical important to ensure that teachers adhere to their professional code of ethics. However lack of management training for education manager particular heads of school in most developing countries is of great concern. The findings blend with the study by
Bannell and Akyeampong ,(2007) who asserts that, in their study on training of educational managers in developing countries found that, out of 12 countries which they did study only 1 country provide training to educational managers. In Tanzania heads of schools have generally received little or no quality management training, thus, they are simply appointed on the basis of working experiences. Financial mismanagement was more the problem of head of school. These findings consonance with Emmanuel Kant Theory of Deontological Ethics who states that, in fact, all deontologists agree that there are times when we should not maximize the good, because doing so would be to violate a duty. Most deontologists also argue that we do not have a duty to maximize the good, only a duty to do something for people in need (Ridley, 1998). When funds are not utilized well, the school facilities and items could be lacking these shortage may lead to misconduct. Most head of school mismanage the funds because of ignorance of accounting knowledge.
The finding relate to Bannell and Akyeampong (2007) who indicates that, most of the causes of teaches misconducts is concerning with ineffectiveness of educational management at all levels. Factors for teachers related to teachers themselves. Hence,
99 poor working status, poor working environment are factors for teachers‟ professional misconducts. Educational management in both ministerial and district level fails to fulfill teachers needs including adequate salary, access to promotion, transfer allowances. During interview held with WECs and heads of schools participants believed that some teachers engage in misconducts because of low salary. As a result the majority of teachers took loans from various financial institutions which lead to their monthly salary deduction to pay for the loan
On the other hand the findings by Mkule, (2008) pointed out that, inadequate managerial training among head of school in Tanzania and other developing countries get their leadership position through appointment is a crucial problem.
Thus, their school leaders run their schools without having knowledge of leadership.
The findings lie in line of Amakyi and Mensah (2013) who reveals that, majority of head of school have not gone prescribed formal academic preparation in educational administration prior their appointment. Majority of head of schools are appointed basing on their working experiences and teaching records. For examples, Tanzania requires aspiring head of school to attend the Agency for Development of
Educational Management (ADEM) which is designate government agency to provide preparation in educational leadership, management and administration.
However the nature on how head of school are used for instructional leadership is unclear. There is a continuous problem of the identification key instructional leadership role of head of school. The question then is whether the instructional leadership role of head of school is solely the identical measures towards the achievement of school goal and objective as outlined in the school vision and mission.
100 4.5.3 The effects of teachers’ professional misconduct in teaching efficiency
In the sub-theme three of this study, to assess the effects of teachers‟ professional misconduct in teaching efficiency which would includes item like, the effects of teachers‟ professional misconduct to the teacher, to the professional and to the students. Teachers professional has relevant importance in education in that it affects the role of teachers which in turn affects students‟ ability effectively. Teaching efficiency under this aspect can be defined as the ability to reach students in meaningfully way developing innovation contentment while motivate, encourage, and inspiring young adult minds
The preserved teachers professional misconduct in teaching and learning
The findings show that teaching and learning can be achieved under the consideration of aspects such as lowering teachers status, poor preparation poor assessment and poor academic performance. However, there are various factors that lowering the teachers status and influencing teachers‟ misconduct. The factors include nature and character of those who join the teaching profession. Currently the status of teaching profession is low because it has low esteem and poorly remunerated, thus affecting the quality of students recruited into teacher training colleges. Many candidates join a teaching career as a last resort after missing placement in other particular professional. This findings blend with the study by
Bennel and Mkyanuzi (2005) who reveals that, some teachers in Tanzania wanted to become either doctors or engineers but their poor academic grades left them with no choice but to become teachers. Consequently this leads to low morale and commitment among teachers which in turn affects teachers‟ professional ethics
101 The findings of the study are also concur with the study conducted by Claudius
(2015) who asserts that, what makes an effective teacher includes having positive attitudes, development and pleasant psychological climates of the classroom, having high expectation of what students achieve lesson clarity, effective time management, strong lesson lecturing, the use of variety teaching methods and corporation of students‟ ideas. Also teaching behavior bringing about positive classroom interaction, arouse student interests and motivate to learn difficult topic.
Furthermore, the results suggests that the teachers are likely to instruct their students to respect the authorities, mark assessment, tests and examination to give feedback and correction on the examinations emphasize obedience to the government produce report and faithfully and attend class which all have high mean scores. The findings were consistence with the study by Bray (2007) who found that, some teachers fail to do well in other facets of ethical practices in teaching. For instance some students felt that teachers do not grade their marks fairly do not listen and advice them adequately ,give them work which is supposed to be done by the teachers themselves are not competent and some do not come to class on time, all had a lower mean. The failure of teachers to accomplish ethical obligation have been contributed poor assessment. Contrary with the study of Claudius (2015) who asserts that, poor assessment has significantly affects students and when students‟ evaluation no sound education programme suffers. Poor students‟ evaluation victimizes and harms students. When questionable evaluations are employed with high stake situation negative consequences are likely to draw attention.
The findings also show that, teachers‟ misconduct lead to students‟ poor performance. It can be said that the performance of teachers has been accepted as a
102 multidimensional construct since it measures a variety of different aspects of teaching such as; subject mastery, effective communication, lesson preparation and presentation. These findings comply with the study by Anangisye (2008), who commended that, poor academic performance of students in Tanzania has been linked to poor teachers‟ performance in terms of accomplishing the teaching task, negative attitude to work and poor teaching habits, which have been attributed to poor motivation. The finding again, were consistence with the study by Joshua,
(2006) who observed that, conditions that would make effective teaching such as resources available to teachers, general conditions of infrastructure as well as instructional materials in secondary schools in Tanzania are poor. These prevailing conditions would definitely show a negative influence on the instructional quality in schools, which may translate to poor academic performance.
Studies show that, embodying ethical knowledge gives the teacher the ability to practice their teaching skills with moral and ethical and not just viewing their job as being teaching only. The findings by Campell, (2005) reveals that, the use of ethical knowledge by a teacher can be expressed by a teacher projects the tone of his or her voice to towards students by avoiding students embarrassment and by reminding students on how their behavior can affects other classmates. These findings concur with the study by Luambano, (2014) who shows that, various problems are related to teachers‟ misconducts, but most of them are associated with students‟ poor academic achievement and students in discipline in school. The finding were also consistence with Education Policy of 2014, that states that, the problem of poor academic performance associated with poor teacher training development, management and monitoring. Many teachers‟ do not teach effectively due to poor preparation of the lesson. 103 Basically the efficiency in academic performance of students were mostly depend on how teaching and learning process are well administered. This means that teaching and learning are very crucial aspects in students‟ academic achievement. Teachers are the ones who are responsible to administer these processes and therefore always they are to be physically and mentally fit. The involvements of teachers in misconduct distort the effectiveness of teaching and learning process and hence dissolve the dream of students. Thus, teachers always should be aware that the lives of students are on their hands and their decisions lead students into failure or achieve their subjects.
104 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMANDATIONS
5.0 Introduction
This chapter presents the summary of the major findings and their implications. It also provides general conclusion of the study with reference to the findings and finally recommendations based on the findings of the study.
5.1 Summary of the study
The chapter provides summary of the study which includes the main purpose, specific objectives and the review of the related literatures. This study deployed descriptive research design qualitative in data collection and analysis were used to come up with these findings of the study. Data were collected through interview,
FGD and documentary review. The sample obtained through purposive, convenience and snowball sampling respectively. The chapter presents the summary of the major findings, conclusion and recommendation of the study as well as agenda for the further studies. The specific objectives of the study were to;
i) Explore stakeholders conception towards involvement in teachers
professional misconducts
ii) Investigate factors lead to teachers professional misconducts
iii) Assess the effect of teachers professional misconducts in teaching
efficiency
A review of literature was done so that to understand issues related to teachers professional misconduct from Tanzania, African and outside Africa. Indeed none of the reviewed literature explicitly explains stakeholders‟ conception towards teachers‟ professional misconduct.
105 5.2 Summary of the major findings
Firstly, the study findings reveal that, majority teachers mentioned alcoholism, absenteeism and lateness as the common teachers‟ professional misconducts. It was unveiled that, there is no any school you cannot experience any of these misconduct.
Efforts made by school leaders and other educational stakeholders were observed to have insignificant effects in making sure that this situation is rectified. This shows that TSD, Ministry of Education, Education officers and other stakeholders have to put more effort and regular follow up in different matters pertaining teaching profession. Similarly, a finding acknowledges that, effective in-service trainings for teachers is important in this context.
Secondly, the study also reveals that, one of the major causes of teachers‟ profession malpractices is unsatisfactory salary as it is attributed to the government. Also teachers themselves were mentioned to be the major cause of misconduct. This is because when teachers are employed for the first time they are being told that they have responsibilities in different areas including students, community and the employer. It was exhumed that the government is responsible in assuring that funds are available to the facilitate provision of promised salary to teachers‟ trainings.
Thirdly, the findings also indicated that, teaching profession affected is largely affected by teachers‟ misconduct. Among other largely affected areas are teacher him/ he self, profession and the students as well. It is suggested that the government should put more emphasis on how to reduce the effects propounded by teachers‟ professional misconduct. Some ways suggested to reduce the effects includes making
106 ethics as course of study in colleges and universities, the government should improve teachers living condition and to establish counseling services in school.
5.3 Conclusion
Teachers‟ professional misconduct in Tanzania secondary school seems to be a big threat to teachers work performance, teaching and learning process, development of students and the quality of education at large. The study shows that conception of stakeholders affirms the presence of various professional misconduct. Some of them include alcoholism, absenteeism, late coming, examination leakage, sexual harassment and unethical dressing. Also economic, social, managerial and professional factors are seemingly to be the dominant factors for professional misconducts. Teachers‟ professional misconduct bear a big impact to the teacher, teaching professional as well as students or learners.
Thus, this study found that teachers training colleges should emphasize on professional ethics so as to encourage acceptable behavior. These colleges have to expose students-teacher in their practical trainings on the responsibilities of effective teacher. However school need to have been encouraged to have peer support programs which utilize technique such as peer assessment and review to encourage behavior modification among teachers. However behavior modifications among students at schools to involve non violent disciplinary techniques such as a soft verbal reproof or social isolation. In addition to that persistence use of rewards like love, praise and attention by teachers‟ for appropriate behavior.
Despite the effort made by the government through TSD, the problem of teachers‟ misconduct is still at stake. Among others, the finding establishes two drawbacks to justify why teachers‟ misconduct do exist until now in secondary schools. Firstly 107 poor preparation of teachers‟ as noted in the findings indicates that poor preparations of teachers encounter for demise of moral and ethical issues among teachers. Due to shortage of teachers for few years ago they were prepared for six month and the deployed in different working stations. It is obvious that this kind of teachers despite high efforts invested by TSD and other educational stakeholders would be impossible to become competent teachers. Secondly, lack of in-service training. According to educational officers involved in the study it was evidently that due to financial constraints it is very difficult for them to convene various in-service trainings that could enable to remind teachers on their code of conducts.
5.4 Limitation of the study
Many if not all of the research suffers from limitations associated with time and depth (Watson, 2010). Limitation of the study are those factors or condition beyond the control of the researcher which hinder one from obtaining the required data and may place restriction on the conclusion of the study (Kombo & Tromp, 2006). Three study limitations from the current study are identified: corruption, difficult access, and poor record keeping.
Firstly corruption, some parents and teachers dared to ask for some allowance when participating in giving information to the researcher instead of going on with their daily economic activities. This resulted to fear, shy and unable to respond as the question demanded in the interview session in the end they were able to say “I don‟t know” sometimes they were busy with other activities. For this case, it was not easily for informants to participate fully and effective in this study.
Secondly difficult to access, there were broken promises from some head of schools.
Also teachers‟ in some school were reluctant to co-operate in attending interview 108 clamming that they were too busy with school responsibilities to do so. To solve the problem extracurricular time table was to be used to collect the relevant data
Thirdly poor records keeping, during field visit most of sampled officers such as
DEO and TSD office records keeping were poor. Most of documents related to teachers professional misconducts cases and teachers dismissed from service were stored manually and mismanaged. This caused some problem as the researcher has to wait for some days before such documents were found. Current study cannot explore all issues related to teachers professional misconducts, therefore it suggest that further research should be conducted as effort to combat the problem.
Fourthly low understanding of some parents and teachers on the importance of research. Some parents and teachers lack trust on the effects of researches as an important tool for yielding improved teachers ethics and its outcomes. Many claimed that even if they participate and contribute their concerns on research objectives regarding the teacher professional misconducts, things would not change as many researchers have investigated them and the situations have remained the same.
5.5 Recommendations
In the light of the findings of this study, it can be recommended that assessment of stakeholders conception towards teachers professional misconduct, shows that teachers may directly or indirectly involve themselves in professional misconduct.
Thus, this is a big issue and it is not only the responsibilities of educational officers such as DEO,TSD,WECs, but rather, other stakeholders such as government, religious institution, society and colleges and universities are also responsible. In this regard, this study recommends the following;
109 Firstly, the government should introduce subjects and courses related to teachers‟ ethics, from secondary schools to university so as to make a clear base to students whom in the long run they will be good teachers. As Ishumi, (2009) asserts that, the schools must demonstrate the highest possible level of integrity in its approach in preparing teachers to be for their responsibility and serve to the three clear defined categories of the client, the learners and society and the immediate community their professional and the employer be it the state or private.
Secondly, the Ministry of Education Science and Technology should work on teachers living conditions, since such variable bring much influences on teachers professional behavior. More importantly embarking on professional and induction programme for the newly recruited and particular trained teachers to address the challenges that most of secondary school teachers encounter in maintaining professional ethics is a great significance.
Thirdly, Teachers Service Department should be provided with adequate fund so as to enable them to visit secondary school teachers and provide workshop, seminars and washers related to teachers‟ professional ethics so as to make teachers code of conduct active.
Fourthly, religious institutions should put emphasis on teachings related to ethics such as to organize seminars, conference, workshop and refresher courses.
110 Fifth, Njombe Town council and other councils should establish offices and employ special experts for guidance and counseling in Education institutions that will be dealing with counseling students and teachers involving in misconducts.
Sixth, Availability of trainings for school leaders. Heads of school should be mentored so as to improve their work efficiency through attending in service training regularly. Amakyi and Mensah 2013 explain that in-service workshop helps heads of school to enlighten on the acceptable practices of the supervision and know well their respective role.
Seventh, Parents‟ cooperation in teaching children ethics at home. The foundation of ethical conducts of teachers is to a certain degrees laid by parents and guardians during childhood. As Berger (1991) points out, parents are teachers of their own children. Without appropriate moral education at home and positive transition, trainees‟ teachers will find it difficult to change their conducts in only two or three years of teachers training. Truly when a child comes first in schools at the age of six or seven, such individual has already developed a certain character traits and had absorbed some ideas through life in the family (Nyerere, 1968).The foregoing suggest that teacher trainer have the responsibility to promote and develop character traits that trainees teacher already possess when they are joining teachers training college.
5.6 Recommendation for further studies
Arising from research findings, the following could be considered as future researchable areas.
111 i) For a comparative purpose , a more comprehensive similar study need to be
done on the other level of education such as primary schools and colleges to
assess stakeholders conception towards teachers professional misconduct ii) Studies should be conducted for other education administrators such as
TSD Officials, DEOs, and WECs and Education quality assurance on
assessing stakeholders conception towards teachers professional
misconduct iii) A comparative study can be done to examine the variation of teachers
misconduct as per location of school (urban and rural)
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Dar es Salaam: Haki Elimu. 123 APPENDICES Appendix 1: Interview guide for the District Educational Officers (DEO) Dear Respondent, my name is Mgeni Daudi L, a student at Dodoma University. I am doing a research on assessment of stakeholders’ conception towards teachers’ professional misconducts in Tanzania, the case of Njombe town council. This research is part of the requirements of Master of Arts in Education. I kindly ask you to give your opinions according to your understanding in the following questions. The information you will give will be confidential and for academic purpose. Part I: Personal Information Name………………………………………………………………………...... Age………………………………………………………………..………………… Level of Education…..…………………………………………………..………………….. Educational management experience………………………………………….…… Sex……………………………………………………………………………………. Part II: Specific Information 1. What are your conceptions on teachers‟ professional misconducts? 2. What are the reasons for teachers‟ professional misconducts? 3. What are teacher‟s conceptions towards your school visit? 4. How often do you visit your schools for the aim of observing teachers professional misconducts? 5. What measures do you take against teachers‟ who do not observe the recommendations related to teachers professional misconducts? 124 6. Do you think teachers work performance is affected by teachers professional misconducts? 7. What kind of professional support do you provide to teachers during school visit? 8. Are there some cases reported related to teacher‟s professional misconducts in your office? 9. What do you think to be the consequences of teacher‟s professional misconducts? 125 Appendix 2: Interview guide for Teachers Service Department (TSD) Part I: Personal Information Name………………………………………………………………………………… Age…………………………………………………………………………………… Sex…………………………………………………………………………………… Work experience……………………………………………………………………… Part II: Specific Information 1. What are your perceptions on teachers‟ professional misconducts? 2. What are the dominant professional misconducts mostly practiced by teachers? 3. What challenges you are facing when dealing with teachers professional misconducts? 4. To what extent your recommendations influence teachers‟ efficiency schools? 5. What are the regulations that guide teachers‟ profession? 6. What are the consequences of teachers‟ professional misconducts? 7. What are the sources of teachers, professional misconducts? 8. How do you handle the cases related to teachers‟ professional misconducts? 9. What do you think are the measures to combat the problems of teachers‟ professional misconducts? 10. Is there any effect of teacher‟s professional misconducts in teaching efficiency? 11. In which ways TSD is useful in empowering teachers‟ professional ethics? 126 Appendix 3: Interview guide for Ward Education Coordinators (WECs) Part I: Personal Information Name……………………………………………………………………………. Age……………………………………………………………………………. Gender………………………………………………………………………… Ward………………………………………………………………………… Work experience…………………………………….………………………… Part II: Specific Information 1. How do school environment lead to teachers‟ professional misconducts? 2. What are your views on teachers, professional misconducts? 3. What are the rationales for teachers‟ professional misconducts? 4. Mention the regulations that govern teachers‟ ethics in day-to-day activities in school? 5. To what extent ward education coordinators are useful in empowering teachers‟ professional ethics? 6. How teaching performance is disrupted with teacher‟s professional misconducts? 127 Appendix 4: Interview guide for head of schools Part I: Personal information Name…………………………………………………………………...... Level of education……………………………………………………………………. Age……………………………………………………………………………………. Sex…………………………………………………………………………………… Gender……………………………………………………………………………… Work experience………………………………………………………………………. Part II: Specific Information 1. Identify teacher‟s professional code of conducts? 2. Which kind of teachers professional misconducts are commonly practiced by teachers? 3. What is your perception pertaining to teachers professional misconducts? 4. What do you think to be the factors leading to teachers‟ professional misconducts? 5. What are the consequences of teacher‟s professional misconducts to learners? 6. Which kind of communication style do teachers use during handling students misbehavior? 7. Which kind of professional supports that DEO offer when they visit your school? 8. Which kind of teachers professional misconducts are commonly practiced by teachers in classroom setting? 10. Which ways can be used so as to sensitize teachers‟ effects of teacher‟s professional misconducts? 11. Which punishment is offered to the teachers who do not comply with code of conducts? 128 Appendix 5: Interview guide for parents Part I: Particular Information Name………………………………………………………………………...... Age…………………………………………………………………………………. Level of education…………………………………………………………………. Sex……………………………………………………………………………….... Part II: Specific information 1. What are you opinions towards teachers‟ professional misconducts? 2. What do you think to be the reasons that culminated to teachers professional misconducts? 3. Is there any necessity of having teachers‟ codes of ethics? 4. How students affected with teachers professional misconducts? 5. How teaching efficiency is affected with teachers professional misconducts? 6. What are the common teachers professional misconducts did you experience in your school? 7. What should be done so as to reduce the problem of professional misconducts? 129 Appendix 6: Interview guide for Teachers Part I: Personal Information Name…………………………………………………………………………………. Age……………………………………………………………………………………. Gender………………………………………………………………………………… School…………………………………………………………………………………. Work experience………………………………………………………………………. Part II: Specific Information 1. What is your views pertaining to teachers professional misconducts? 2. What do you think is the main purpose of the codes of conduct in teachers professional? 3. What is the rationale of teachers‟ professional misconducts in your school? 4. What are the regulations govern teachers‟ ethics? 5. What are the common teachers professional misconducts practiced by teachers? 6. Can you state the importance of teachers‟ professional ethics? 7. Which kind of clothes interested by most of teachers? 8. What do you think to be reasons that lead to inefficiency in teaching professional? 9. To what extent students affected due to teachers professional misconducts? 10. What are the challenges facing teachers in accomplishing their duties? 130 Appendix 7: Focus Group Discussion guide for students Part I: Personal Information Name…………………………………………………………………………………. Age……………………………………………………………………………………. Gender………………………………………………………………………………… School…………………………………………………………………………………. Part II: Specific Information 1. Which actions done by teachers that do not reflect teachers code of conducts? 2. Can you give your perceptions on teachers‟ professional misconducts? 3. Which kind of communication style used by teachers when handling misbehavior to students that do not comply their ethics? 4. Which kind of wearing style used by teachers does not comply with their professional? 5. Is there any robbing done between male teachers against female students and female teachers against male students? 6. Identify factors that contribute to teachers professional misconducts? 7. Which kind of teacher‟s professional misconducts practiced in classroom setting? 8. What are teacher‟s professional codes of conducts? 9. To what extent teachers are incompetent enough in mastering the content? 10. Mention cases experienced in your school related to professional misconducts? 11. What are the effects you experienced related to teachers professional misconducts? 12. Mention unwelcome gestures you ever experienced from teachers? 13. What are the commonly forms of teachers professional misconducts your have experienced in your school 131 Appendix 8: Documentary review guide S/N Documentary review Information Information obtained guide expected to obtain 1 Copies of code of Teachers rules and conduct regulation that guide teaching professional 2 Teachers discipline Teachers involved in book from TSD professional misconduct 132 Appendix 9: Research clearance from University of Dodoma 133 Appendix 10: Research clearance from RAS Njombe 134 Appendix 11: Research clearance from DED Njombe 135 Appendix 12: Error free correction from External examiner SN Observation from External What has been Page Examiner done 1 Remove some items from Level The items has been pg. vii and viii 4 to level 3. removed to level 3 2 Write TC in long form when used Town CouncilThe abriviation Pg. TC v written in long form first time. written in long form 3 The item Certification, The items Pg vi Declaration and Copyright, Certification, Acknowledgements and Declaration and Dedication were not available. Copyright, Acknowledgements and Dedication is available 4 Replace the abbreviation The abbreviation Pg. 10 MoESTVT with MoEST MoESTVT has been replaced by MoEST 5 Justify the source of Map The source of Map Pg.35 has been justified 6 Correct grammatical error Grammatical error Pg.130 has been corrected 136