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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Detalles Bibliográficos

Autores principales:	Reuben Bihu, Hillary Dachi
Formato:	Artigo
Lenguaje:	Inglês
Publicado:	Springer 2025-03-01
Colección:	Discover Education
Materias:	Career progression expectations Career progression prospects Career achievement of expectations
Acceso en línea:	https://doi.org/10.1007/s44217-025-00441-6
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