Ndibalema, Placidius2020-08-242020-08-242019Ndibalema, P. (2019). Professional integrity among pre-service teachers during teaching practice: Experience from school leaders in Misungwi district, Tanzania. Teacher Education and Curriculum Studies, 4(1), 9.2575-498XDOI: 10.11648/j.tecs.20190401.12http://hdl.handle.net/20.500.12661/2394Full-Text Article. Available at: https://doi.org/10.11648/j.tecs.20190401.12This 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.enProfessional integrityPre-service teacherEthical commitmentMoral obligationSchool leadersValuesEthical abuseMisconductArticle