Social Climate and Teacher Professional Development in Tanzania

Abstract

This 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 profession.