Social climate and teacher professional development in Tanzania: The participant perspective

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dc.contributor.authorLawrent, Godlove
dc.date.accessioned2023-05-25T12:00:08Z
dc.date.available2023-05-25T12:00:08Z
dc.date.issued2022
dc.descriptionAbstract. Full text article available at http://doi.org/10.4018/IJTEPD.295546en_US
dc.description.abstractThis article reports on the findings in relation to the implications of social climate for the professional development of teachers. The study was conducted in the context of the secondary education expansion plan in Tanzania which initiated the construction of new schools within communities. The main purpose of this study was to gain insights into how teachers’ interaction with diverse policy contexts shaped them to grow as teaching professionals. This study was qualitative in nature. Participants were 28 teachers from four community secondary schools. Data were collected by using individual and focus group interviews which were inductively analyzed. Findings identified specific social conditions within and beyond the school that impacted the development of teachers, and in turn, affected student learning achievement. The article suggests that improving the social climate enhances the sustainability of the teaching professionen_US
dc.identifier.citationLawrent, G. (2022). Social climate and teacher professional development in Tanzania: The participant perspective. International Journal of Teacher Education and Professional Development (IJTEPD), 5(1), 1-13.en_US
dc.identifier.otherDOI: http://doi.org/10.4018/IJTEPD.295546
dc.identifier.urihttp://hdl.handle.net/20.500.12661/4003
dc.language.isoenen_US
dc.publisherIGI Globalen_US
dc.subjectSocial climateen_US
dc.subjectTeacher professional developmenten_US
dc.subjectTanzaniaen_US
dc.subjectProfessional developmenten_US
dc.subjectSecondary education expansion planen_US
dc.subjectNew schools constructionen_US
dc.subjectCommunity secondary schoolsen_US
dc.subjectTeaching professionen_US
dc.subjectTeaching professionalsen_US
dc.titleSocial climate and teacher professional development in Tanzania: The participant perspectiveen_US
dc.typeArticleen_US
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