Assessing Implementation of Teacher Code of Conduct in Enhancing Teachers’ Professionalism in Mkuranga District, Tanzania

Abstract

This study investigated the implementation of the Teacher Code of Conduct in public primary schools in Mkuranga District, Tanzania, addressing the critical gap between policy and practice. Despite a robust national framework and high teacher awareness, professional misconduct persists due to weak enforcement mechanisms. Employing a sequential mixed-methods design, the study collected qualitative data through interviews and focus group discussions with educators and parents, which informed a subsequent quantitative survey of teachers. Findings revealed a strong theoretical commitment to professional ethics among teachers (87.5% agreement), but qualitative evidence exposed inconsistent application, often attributed to a lack of ongoing training, mentorship, and safe reporting channels. The study concludes that awareness alone is insufficient without structured reinforcement. Grounded in Social Learning Theory, it recommends institutionalizing mandatory refresher training, case-based mentorship, and integrating code adherence into performance appraisals to foster a culture where ethical standards are consistently modeled, reinforced, and internalized.