Work Ethics and Accountability among Teachers and Administrators in Tanzania Public Primary Schools

Abstract

This paper examines work ethics and accountability among teachers and administrators in public primary schools in Tanzania. Its objective was to assess four constructs, namely, perceptions on ethical issues and accountability, ethical issues, prevention measures and reporting systems of unethical behaviours. The study utilized quantitative research approach, involving questionnaires to generate data from 550 teachers and administrators from 279 randomly selected primary schools in mainland Tanzania. Findings indicated that teachers and administrators were impressed with how their schools respond to matters related to ethical issues, reporting ethical concerns and attempts to prevent unethical issues from happening. However, when ethical issues emerged, teachers and administrators felt uncomfortable to communicate with their leaders. On the other hand, promoting work ethics and accountability in schools fosters a positive educational environment that values professionalism and contributes to improved educational outcomes and the overall well-being of students. The study recognized that the opinions given by teachers and administrators might differ, and schools may have unique circumstances that influence the work ethics and accountability of their workforce. Therefore, local context, cultural factors and specific challenges should be taken into reflection when considering further research.