Ethical Challenges in Tanzanian Public Elementary Schools: Understanding, Prevention, and Reporting Systems

Abstract

This article takes a look at the responsibility and work ethic of principals and teachers in Tanzanian public elementary schools. Perceptions of accountability and ethical concerns, ethical issues as a whole, preventative strategies, and methods for reporting unethical activity were the four components that the study aimed to evaluate. A total of 550 educators and school administrators from 279 randomly chosen primary schools in mainland Tanzania filled out questionnaires as part of the quantitative research technique used in the study. Results showed that school responses to reporting ethical problems and efforts to avoid unethical issues were well-received by both teachers and administrators. Teachers and administrators were reluctant to bring up ethical concerns with their superiors. However, a school climate that encourages responsibility and work ethic is one that promotes professionalism, which in turn improves students' academic performance and well-being. Teachers' and administrators' perspectives may vary, and different schools may have different challenges when it comes to staff responsibility and work ethic, as acknowledged in the research. Consequently, when contemplating more study, it is important to think on the local environment, cultural aspects, and particular obstacles.