Are primary school teachers in Tanzania suitable for the teaching profession? Evidences from teachers’ survey
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Date
2019
Authors
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Journal ISSN
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Publisher
The University of Dodoma
Abstract
The purpose of this paper was to assess the professional suitability of primary school teachers for the teaching profession. The study employed a random sample of 365 primary school teachers from 67 primary schools in four selected regions. Data were collected using the Self-Directed Search scale (SDS), the Teacher Professional Suitability Assessment Scale (TPSAS), and the Teacher Classroom Observation Protocol (TCOP). The findings revealed that the dominant personality types among teachers were Social, followed by Enterprising and Artistic. Likewise, the findings showed very weak negative but significant correlations between artistic and social personality types, respectively, and teachers‟ professional suitability when professional suitability was measured by TPSAS; implying that the more teachers were suitable for the teaching profession, the less they scored in the Artistic and Social personality types. The findings also revealed that there were almost no correlations between personality types and teachers‟ professional suitability when professional suitability was measured by TCOP. Moreover, the findings revealed that most primary school teachers were suitable for the teaching profession. As a way of recruiting teachers who are most suitable for the teaching profession, the study recommends, among others, a need to assess the teaching profession suitability of all applicants who are aspiring to become teachers before allowing them to join the teaching profession.
Description
Full-text article.
Keywords
Personality, Professional suitability, Teachers, Primary school teachers, Classroom observation, SDS, Teaching profession, Social personality, Primary school, Self-directed search scale
Citation
Dassan, F., & Shukia, R. (2019). Are primary school teachers in Tanzania suitable for the teaching profession? Evidences from teachers’ survey. In the Proceedings of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA), (pp 420-439). The University of Dodoma, Tanzania.