The Quality of Teachers and School Performance in Urban and Rural Secondary Schools in Monduli District, Arusha, Tanzania

Mwinuka, Vasco Jacob (2016) The Quality of Teachers and School Performance in Urban and Rural Secondary Schools in Monduli District, Arusha, Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

By recognizing the presence of poor performance in secondary schools, the study sought to investigate the extent to which quality of teachers contributed to secondary school performance in urban and rural secondary schools. More specifically, the study aimed at investigating the qualities of teachers, examining working environment and availability of teaching and learning facilities. The area of study was Monduli district in Arusha, Tanzania, covering eight secondary schools from urban and rural areas. The study sample comprised of 16 respondents. The guided checklists were the method employed. The major findings revealed that, professional qualifications of teachers were much higher in urban schools than in rural schools. Teachers’ professional development activities were limited in low performing schools but fairly moderate in high performing schools. Teachers’ Professional Development and experience revealed significant relationship with school performance. Specifically, there is no uniformity in terms of quality and size of schools’ infrastructure. The working and living condition varies from urban to rural and from school to school. The study came up with the following conclusions; the majorities of teachers are low experienced and missed professional development. The academic performance of private schools matches with experienced teachers. Many schools newly employed teachers lack mentorship from senior teachers. Most of low performing secondary schools do not have enough infrastructures like classroom and laboratories. The study recommends continuous and regular in–service training of teachers, provision of incentives to motivate teachers, revision on current Education and Training Policy to run with an increased demand for teachers’ quality is also highly recommended.

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