EQUIP-Tanzania Impact Evaluation. Briefing Note 1: Teachers’ Knowledge, Behaviour and Support in Some of the Most Disadvantaged Districts in Tanzania
Oxford Policy Management Briefing Note, No. 1, January 2015
12 Pages Posted: 20 Mar 2015
Date Written: March 1, 2015
This briefing note presents evidence on early grade teachers’ professional capacity and support in 17 of the most disadvantaged districts in Tanzania. The results come from a rigorous mixed-methods baseline study for an impact evaluation of the Education Quality Improvement Programme in Tanzania. The key findings on teachers from the impact evaluation study reveal some important strengths including the fact that most teachers are trained and have good early grade subject knowledge in Kiswahili and mathematics. The research also identifies four major constraints to good teaching in these disadvantaged districts. The challenges associated with these constraints are: improving curriculum and subject knowledge; improving pedagogical skills; getting teachers into the classroom; and providing monitoring and support to teachers.
Keywords: teacher performance, absenteeism, subject knowledge, pedagogy, Tanzania, impact evaluation, education
JEL Classification: I2, O15, N37
Suggested Citation: Suggested Citation