Student performance as a catalyst for teacher identity formation: evidence from Tanzania

Abstract

Despite the government’s initiatives to enact and implement the secondary education development policy, student performance trends in Tanzania remained challenging. However, the influence of student academic success on teaching professionalism is inadequately explored. This study employed a qualitative research approach to gain insights into how student performance shapes teacher identity, particularly during the implementation of the expansion policy. The research involved teachers and school principals who were purposively selected from four secondary schools in one of the regions located in the Southern Highlands of the country. Individual and focus group (FG) interviews were used to generate evidence about the study phenomenon. It was revealed that poor student performance had far-reaching negative implications for teachers’ professional image, perceived competence, and overall psychological well-being. Therefore, developing and implementing practices that promote student performance can make teaching a more appealing and respected profession.