Examine key risk factors undermining teacher resilience in Morogoro Municipality, Tanzania: Implications for support and policy reform

Edgar Costantine; Juma Saidi Mwinjuma; Joyce Nemes

doi:10.55056/ed.848

Authors

Edgar Costantine The University of Dodoma
Juma Saidi Mwinjuma The University of Dodoma https://orcid.org/0000-0001-8742-0582
Joyce Nemes The University of Dodoma https://orcid.org/0000-0001-6843-4751

DOI:

https://doi.org/10.55056/ed.848

Keywords:

risk factors, undermining, teachers' resilience, support, policy reforms

Abstract

This study examined the key risk factors affecting teacher resilience in selected secondary schools in Tanzania using a mixed-methods approach. A total of 239 respondents were involved, with data collected from 234 teachers through questionnaires and interviews with five key informants. Both quantitative and qualitative methods were used in the analysis process through descriptive and thematic analysis, respectively. Findings revealed that several risk factors significantly undermine teacher resilience, categorized into high and low-influence groups. High-impact factors include excessive workloads, inadequate support systems, and challenging student behaviours, all contributing to stress and potential burnout. Lower-impact factors were less urgent, such as occasional administrative tasks. The study emphasizes the need for targeted interventions to enhance teacher resilience, highlighting a critical gap in existing policies that often overlook effective support mechanisms. Over 64\% of educators cited excessive workloads, inadequate support, and challenging student interactions as primary stressors. The research recommends that policymakers focus on manageable workloads, professional development, and fostering a supportive school culture, aiming to align policy with practice to improve both teacher well-being and student outcomes.

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