Abstract: The study examined secondary school teachers’ professional role identity and personal role espousal in Central Uganda in view of better teacher professionalism on the African continent. It first unveiled the tendencies that typify both teachers’ professional role identity and personal role espousal, before highlighting lessons for teacher professionalism. The study concluded that many teachers mirror lopsided role identity and role espousal behaviour, which constrains teachers’ involvement in co-curricular activities, educational research and community development. It also inhibits the full professionalization of teaching in many African countries. The study closes with recommendations for better professionalism.
Keywords: Role identity; role espousal; teacher professionalism.
Title: Secondary School Teachers’ Professional Role Identity and Personal Role Espousal in Central Uganda: Lessons for Teacher Professionalism in Africa
Author: Genza Gyaviira Musoke (Ph.D), Muwagga Mugagga Anthony (Ph.D), Ssempala Cornelius (Ph.D)
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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