Teachers Awareness of the Professional Code of Ethics on Promoting Teaching in Private Primary Schools in Morogoro Municipality, Tanzania
Regina Richard *
Jordan University College, A Constituent College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
Nolasko V. Mwinami
Jordan University College, A Constituent College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
Reginald Lyamuya
Jordan University College, A Constituent College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
Background: Teachers’ understanding of professional codes of ethics is important for promoting responsible conduct in schools.
Aim: This study examined teachers’ awareness of the Professional Code of Ethics in private primary schools in Morogoro Municipality, Tanzania.
Methods: A convergent parallel mixed-methods design was employed. Questionnaires were completed by 158 of the 168 selected teachers, and three key informants participated in interviews. Quantitative data were analysed descriptively using SPSS version 27, while interview responses were examined thematically.
Results: Teachers reported a high level of awareness of the Professional Code of Ethics, with a composite mean score of 4.156. Of the respondents, 86.1% had read the code, and 82.9% had attended a seminar or workshop. General awareness received the highest mean score (4.35), whereas the perceived adequacy of training received the lowest (4.03). In addition, 73.4% of respondents had between zero and five years of teaching experience. Interview findings suggested that teachers understood the basic provisions of the code but required further professional development. Informants also identified limited supervision, weak collaboration with regulatory authorities, inadequate communication and insufficient follow-up as implementation challenges.
Conclusion: Although respondents demonstrated high reported awareness, continued training and institutional support remain important. The study recommends induction, mentoring, regular professional development and improved coordination between private primary schools and the regulatory body.
Keywords: Teachers' awareness, professional code of ethics, teaching professional, private primary schools, Morogoro Municipality