ABSTRACT In most cases, teachers are the main implementers of educational reforms. These reforms, however, cannot be effectively accomplished unless schools create best-fit environments that enable teachers to better achieve educational improvements in their teaching. The influence of school contexts on perceived teacher professionalism in Tanzania has seldom been investigated. A qualitative approach was applied to explore the implications of school infrastructure on teacher identity. Interviews and documentary reviews were utilised to collect data from teachers and school principals. A critical shortage of teachers’ spaces and housing in newly built schools was observed. While the former forced schools to turn classrooms into shared offices, the latter prompted teachers to rent poor quality houses or rooms off-school premises. The poor state of classrooms was also revealed. These three issues had the effect of reducing the respect of communities for teachers, and lowering the confidence of teachers in their ability to teaching. My research adds to a small, but growing body of knowledge that enhances better understanding about the significance of school infrastructure on developing teacher identity to influence effective student learning.

中文翻译：

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学校基础设施作为坦桑尼亚教师身份建设的预测指标：中学教育颁布政策的教训

摘要 在大多数情况下，教师是教育改革的主要实施者。然而，除非学校创造最适合的环境，使教师能够在教学中更好地实现教育改进，否则这些改革无法有效实现。在坦桑尼亚，学校环境对感知教师专业​​水平的影响很少被调查。应用定性方法来探索学校基础设施对教师身份的影响。访谈和文件审查被用来从教师和学校校长那里收集数据。新建学校的教师空间和住房严重短缺。前者迫使学校将教室变成共享办公室，后者促使教师在校外租用质量较差的房屋或房间。课堂的糟糕状况也暴露无遗。这三个问题降低了社区对教师的尊重，降低了教师对其教学能力的信心。我的研究增加了一小部分但不断增长的知识体系，从而增强了对学校基础设施对发展教师身份以影响学生有效学习的重要性的更好理解。