Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania
Teacher Education and Curriculum Studies
Volume 4, Issue 1, March 2019, Pages: 9-18
Received: Dec. 29, 2018; Accepted: Jan. 16, 2019; Published: Jan. 30, 2019
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Placidius Ndibalema, Department of Educational Foundations and Continuing Education, the University of Dodoma, Dodoma City, Tanzania
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This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in 2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity.
Professional Integrity, Misconduct, Ethical Abuse, Values, School Leaders, Moral Obligation, Ethical Commitment, Pre-Service Teacher
To cite this article
Placidius Ndibalema, Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania, Teacher Education and Curriculum Studies. Vol. 4, No. 1, 2019, pp. 9-18. doi: 10.11648/j.tecs.20190401.12
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This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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