Article ID Journal Published Year Pages File Type
356298 International Journal of Educational Development 2013 13 Pages PDF
Abstract

Tanzanian teachers have been criticised for a variety of behaviours such as absenteeism, lack of preparation and rote-teaching. This paper introduces an analytical framework that attempts to provide explanations for these behaviours by locating Capability Approach concepts within a Critical Realist theory of causation. Qualitative data from three primary schools will contextualise this framework and demonstrate how criticised practices are often a product of teachers contending with capability constraint. By reframing teacher actions this way it is hoped that a more nuanced understanding of teacher performance might be had, which may enhance measures aiming to improve it.

► I examine the causal links between working conditions and behaviours like absenteeism. ► This is done through a framework using the Capability Approach and Critical Realism. ► This framework is contextualised with data from three Tanzanian primary schools. ► Findings show that criticised behaviours are a product of capability constraint. ► This has implications for measures aimed at improving teacher performance.

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Social Sciences and Humanities Social Sciences Development
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