Career progression expectations, achievements, and retention in the classrooms: perceptions of public secondary school teachers in Tanzania

Abstract This article explored public secondary school teachers’ entry career progression expectations and their perceived achievements of the expectations of teachers and school administrators in the classrooms in Bukoba District, Tanzania. The study employed a qualitative approach. Data collected...

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Bibliografische Detailangaben

Hauptverfasser:	Reuben Bihu, Hillary Dachi
Format:	Artigo
Sprache:	Inglês
Veröffentlicht:	Springer 2025-03-01
Schriftenreihe:	Discover Education
Schlagworte:	Career progression expectations Career progression prospects Career achievement of expectations
Online-Zugang:	https://doi.org/10.1007/s44217-025-00441-6
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