Article Number: DRJEVS660817429
DOI: https://doi.org/10.26765/DRJEVS660817429
ISSN: 2734-2174

Vol. 4(1), Pp. 89-101 March 2022

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Original Research Article

Determinants of Status of the Teaching Profession: A case of Ukerewe District in Tanzania

Issa Yusuph*

Demetria Gerold Mkulu


Abstract

The study’s main focus was on the factors that influence teaching profession status. The main goal of this research was to find out how much teachers’ status has influenced their teaching careers. The study’s goals were to (i) look into how much teachers’ discipline, (ii) remuneration, and (iii) working conditions affect the status of teachers and the teaching profession. The study used identical status theory, which included both quantitative and qualitative research methods. 138 respondents were chosen from 8 secondary schools and included teachers, students, school board members, heads of schools, and district officers. Data were collected through questionnaires, interviews, and focus group discussions, and the findings revealed that teaching has lost its glory as well as attractiveness to young graduates. Even students who are in a position to choose a career do not like teaching, or they choose it as an alternative profession after other priorities fail, because teachers’ lifestyles do not reflect the honor and dignity of the profession, and thus most of the students do not choose teaching.  Poor working conditions and a lack of motivation for teachers reduce worker morale, increase teacher turnover, and lower the status of the teaching profession. According to the study, there is a need for close mentorship toward junior teachers on professional dress, acting, and socialization with his or her society. This may aid in progressing through the stages of teacher development, which are survival, consolidation, renewal, and maturity.


Keywords; Professionalism, disruptive behaviors, teacher – professional status relationship and working environment


 Received: March 7, 2022  Accepted: March 25, 2022  Published: March 30, 2022


Copyright © 2022 Direct Research Journal of Education and Vocational Studies