ScholarOne - Teacher identity construction from epistemological and
axiological perspectives in Tanzanian schools
Abstract
This study gained insights into how the secondary education expansion
policy shaped teacher identity. A qualitative case study design was
adopted, and interviews and document analysis were used for data
gathering. The main participants were teachers and school principals
from the Iringa region, Tanzania. It was revealed that the inadequate
policy enactment adversely affected teachers’ own perceived teaching
aptitudes, and intensified them to behave unprofessionally. These issues
prompted the teaching profession to lose social standing. The study adds
to a growing body of literature on how teachers “construct” what
secondary expansion means for them as both effective and ethical
professionals.