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

Abstract

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

Pettersson Gelander, Gunilla and Rawle, Georgina, EQUIP-Tanzania Impact Evaluation. Briefing Note 1: Teachers’ Knowledge, Behaviour and Support in Some of the Most Disadvantaged Districts in Tanzania (March 1, 2015). Oxford Policy Management Briefing Note, No. 1, January 2015, Available at SSRN: https://ssrn.com/abstract=2579284 or http://dx.doi.org/10.2139/ssrn.2579284

Gunilla Pettersson Gelander (Contact Author)

Birk Consulting ( email )

Varberg
Sweden

Georgina Rawle

Oxford Policy Management ( email )

Level 3, Clarendon House
52 Cornmarket Street
Oxford, OX1 3HJ
United Kingdom

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