PhD Viva Voce

Qualifications Attained:

Reuben Bihu is a PhD candidate (by thesis) in the department of Educational Foundation Management and LifeLong Learning, School of Education, University of Dar es Salaam. He holds Master degree (Master of Education Management and Planning) from Saint Augustine University of Tanzania and Bachelor degree (Bachelor of Science with Education) from the University of Dar es Salaam. Currently, he is a secondary school teacher in Bukoba Municipal Council. His areas of research interests include but are not limited to teacher recruitment, retention and commitment; research methods in education; teaching methods in science; and education management and strategic planning.

Abstract:

The purpose of this study was to determine the match and mismatch between the career entry expectations and the attained achievements of secondary school teachers in Tanzania. Case study methods  including semi-structured and unstructured interviews were used to generate the data for the study. The study was informed by Socio-cognitive Career Choice Theory (SCCCT) and Adam’s equity theory. The key participants were secondary school teachers in Bukoba District. The participants were sampled using theoretical, and purposive sampling techniques. The schools where the data were obtained were selected through simple random sampling from the Bukoba District and Bukoba Municipal Councils, and their numbers were determined by data saturation. Data analysis was done using thematic and content analyses with the aid of MAXQDA 2020 Software. The career entry expectations found were related to career progression; social status; security of tenure; purchasing power; work promotions; social contribution; recognition and acceptance; continuing professional development opportunities; and the work terms. Some teachers achieve the entry expectations to the expected levels and above while others experience attainments below their expectations and some experience failure. Individual teachers’ achievements cut across a range of levels from high, average, low and non-achieving, depending on the circumstances and the individual teachers’ capacities to set the pace along the path of innovation and creativity or along the path of destabilization and fall. The matches between the career entry expectations and the attained achievements have achievement levels equated to the entry expectations. The mismatches were determined for achievements higher and lower than the expected levels. The approaches used by teachers to adjust their career entry expectations with their attained achievements are related to work; financial; educational upgrade; and personal-based approaches. The study generally concludes that in order to create and maintain a well-performing education system, it is essential to prioritize the achievement of teachers’ expectations as the essential outcome of engagement in professional works, focusing on socio-economic and career development issues. Areas of further research are recommended.