The Current Status of Teachers and the Teaching Profession in Tanzania

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dc.contributor.authorAnangisye, William A. L.
dc.date.accessioned2016-03-18T11:42:28Z
dc.date.available2016-03-18T11:42:28Z
dc.date.issued2009
dc.descriptionFull text can be accessed at http://www.ajol.info/index.php/lwati/article/view/46497en_US
dc.description.abstractThis paper examines the current status of teachers and the teaching sector in Tanzania. It draws on experiences of teachers, parents, and students in Dar es Salaam, Iringa and Mbeya regions. Informed by the qualitative inquiry, the paper is largely empirical in character. Data was sought through interviews and document search. Findings indicate that, first, teachers and the teaching profession have low status today than during the colonial days and up to a few years after independence. Secondly, the generality of teaching view, second choosers view, and undesirable working and living conditions accounted for the low status of teachers and the teaching profession. In conclusion, the status of teachers and the teaching profession is measured in terms of economic gains which have implications for social gains. Hence, the revival of the lost glory lies in the hands of the Government of Tanzania and, partners or stakeholders in the teaching sector.en_US
dc.identifier.citationAnangisye, W.A.L., 2009. The Current Status of Teachers and the Teaching Profession in Tanzania. Lwati: A Journal of Contemporary Research, 6(1).en_US
dc.identifier.doi10.4314/lwati.v6i1.46497
dc.identifier.issn1813-2227
dc.identifier.urihttp://hdl.handle.net/123456789/1143
dc.language.isoenen_US
dc.publisherLWATIen_US
dc.subjectTeaching Professionen_US
dc.subjectTeacheren_US
dc.subjecteducationen_US
dc.subjectTanzaniaen_US
dc.titleThe Current Status of Teachers and the Teaching Profession in Tanzaniaen_US
dc.typeJournal Articleen_US
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