The Influence of Teacher Professionalism on the Alignment between Syllabus Content and Classroom Instruction: A Case Study of Selected Secondary Schools in Mvomero District, Tanzania

Abstract

This study determines the impact teachers’ professionalism on alignment between syllabus content and classroom instructions. Syllabus alignment is critical in ensuring that the content taught in classrooms meets educational standards and prepare students for assessments. Effective alignment guarantees students receive a coherent education and teachers can deliver lessons that support learning goals. The topic is significant as it explores how teachers’ skills, knowledge, and professional conduct directly influence the accuracy and effectiveness of teaching, which is essential for improving educational outcomes and policy development, The study adopted a case study research design using a qualitative approach for data collection and analysis. The study was conducted in the Mvomero District in the Morogoro region in Tanzania, and the target population was all biology teachers. The study used simple random sampling to select schools and purposive sampling techniques to select respondents. The study collected data from 19 teachers using semi-structured interviews, classroom observation, and documentary review. Findings revealed that teachers’ professionalism impact the alignment between the syllabi and classroom instructions. It is recommended that the government should enroll the students according to their learning environment. It is also recommended that the government plan for in-service training for teachers to be conducted several times. Moreover, teachers should take the initiative to develop creative solutions in their classrooms to facilitate learning.