Educational Changes and Teacher Identity in Tanzania

Abstract

This chapter highlights the extent to which the Tanzanian secondary education expansion policy shaped teacher identity and thereby affecting the country's industrial economy. The study approach was ‘qualitative', and social ‘cognitive theory' was adopted. The participants' lived experiences were gathered through interviews and document analysis. Findings revealed that the objectives stated in the policy were inconsistent with the actual enactment of strategies in relation to the improvement of teaching career. This has resulted in eroding teacher identity, particularly teacher efficacy. Teachers of this category would not (the author argues) help students to develop their capabilities of crucial to fully engage in industrial development. This chapter, therefore, supports a view that taking into account the social positioning of teachers when educational policies are developed and enacted would enhance their level of professional standards. These teachers may prepare competent school graduates, and hence be able to realise the set country's industrial development goals.