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Corruption remains a prominent institutional barrier that hampers foreign direct investment (FDI) inflow in developing countries. However, the specific impact of corruption on FDI inflows in Tanzania remains largely unexplored. This research aims to contribute to the existing body of knowledge by examining the consequences of corruption on FDI inflows in Tanzania between 1996 and 2021. The analysis utilizes time series institutional data obtained from the World Bank governance indicators and FDI inflow data from the Bank of Tanzania (BOT). Given the consideration of multiple variables, a multiple regression model is employed to analyze the data. Unit root tests such as the expanded Dickey-Fuller and Johansen cointegration tests are utilised to assess whether the variables are cointegrated and whether the data exhibits stationarity or nonstationarity. The findings of this study unequivocally demonstrate that corruption (CC) has a significant adverse effect on both short-term and long-term FDI inflows. The data from 1996 to 2021 consistently indicate a noteworthy influence of corruption (CC) on FDI inflows. Consequently, this research recommends concerted efforts to combat corruption in order to improve the investment climate and attract foreign investors.

South African teachers are faced with corruption during teacher promotion processes, and this remains unabated. This qualitative paper used three purposively selected case studies of victim teachers to investigate the impact of this corruption on victim teachers. The paper used the Crisis Intervention Theory to underpin the theoretical framework for the analysis. Key informant interviews (KIIs) were administered to a senior union member to solicit crucial data while the primary participants (n=3) were interviewed on a face-to-face approach to collect data. Relevant literature was also used to provide supportive and corroborative scientific propositions. The paper discovered that corruption during teacher promotion processes in the South African Basic Education sector was a reality. However, in some instances, such claims could not be backed by sustainable evidence. Victim teachers have suffered traumatic experiences resulting in stress, health challenges, relational challenges with colleagues and resignations. The department did not assist victim teachers needing emergency counselling and psychological rehabilitation to cope with the emanating pressure. It is recommended that authorities punish perpetrators of corruption. Victim teachers need to be assisted through professional resolving of their grievances and therapeutical intervention.