Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience From School Leaders In Misungwi District, Tanzania

Abstract: This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity

during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders

were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in

2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders

experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the

dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers

were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers

who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The

study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school

curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study

recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity

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