oa Mosenodi - Development of working relationships between indigenous and expatriate teachers in Botswana : a case study



The education reform efforts in Botswana have focused predominantly on teacher preparation, recruitment and compensation. Recruitment efforts have resulted in a significant number of expatriates working with indigenous teachers in many schools. However as the schools are currently upgraded and restructured, the quality of the working relationships forged between indigenous and expatriates teachers represents one vital aspect in the reform effort that has gone almost unattended This article presents the findings of an exploratory study of the development of working relationships between indigenous and expatriate teachers in Botswana. Using a qualitative approach including phenomenological interviews, observations and document analysis, along with a micro-political perspective, the study documents the ambiguity and uncertainty obligations interest and prerogatives - influenced by culture and the interplay of micro-politics - that indigenous and expatriate teachers bring to these relationships and the strategies that they use to shape these relationships in ways consistent with their own self-interest. The study raises important issues concerning the formation of working relationships across culture and micro-politics in schools.


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