Motivations for Volunteer Teaching among Pre-Service Primary School Teachers: A Phenomenological Study

Volunteering has become an increasingly prominent feature in many education systems worldwide. Pre-service teachers play a growing role in addressing instructional gaps while navigating uncertain transitions into formal employment. This study examined the motivations driving pre-service primary school teachers in Tanzania to engage in volunteer teaching in public primary schools. The study employed a phenomenological qualitative design. Semi-structured interviews were used to collect data with 30 pre-service volunteer teachers in five government primary schools in Dodoma City. Thematic analysis was used to analyse data. The findings indicate that volunteer teaching appears to be a strategic response to labour-market realities, alongside prosocial motivations. Four major motivational themes emerged from 114 coded thematic instances: experiential training (36%), employment prospects (30%), sustained livelihood (18%), and networking opportunities (16%). Participants perceived unpaid teaching as a strategic means of acquiring practical pedagogical experience, enhancing employability, coping with economic uncertainty, and building professional networks. These patterns reflect broader structural conditions, including youth unemployment, teacher shortages, and irregular recruitment practices. Thus, volunteer teaching might function as an informal extension of teacher education and a transitional pathway into the teaching labour market. The findings point to the potential value of more formalised volunteer and internship frameworks, transparent recruitment processes that protect volunteer teachers while supporting their professional development.