International Journal of Educational Policy Research and Review

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June 2023;10(2)


Original Research Article

Assessment of teaching staff adequacy in Tanzanian community secondary schools: A case of Arusha District

Naisujaki Sephania Lyimo*1, Jackson K. Too2 and Kirui Joseph Kipng’etich2

1Department of General Studies, Arusha Technical College, Tanzania.
2Department of Curriculum Instruction and Educational Media, Moi University, Kenya.

*Corresponding Author Email: naiviebe(at)

Article Number:  |   Pages:  |     |   DOI:

 Received: April 12, 2017  Accepted: May 2, 2017  Published: May 11, 2017


The present study assessed teachers’ adequacy in Tanzanian Community Secondary Schools due to massive failure of learners. The study utilized descriptive case study design and data was collected through questionnaire, interview schedules and documents. Simple random and purposive samplings were used to select a sample of 318 out of about 1049 selected school stakeholder in Arusha District. To establish validity, the instruments were given to experts for scrutiny who went through them against research questions and gave necessary recommendations for improvement before data was collected. A pilot study was conducted to schools which are not part of the sample and calculated using the SPSS. Reliability result yielded 0.871 Cronbach’s Alpha which means the questionnaire was highly reliable. Researchers concluded that teachers’ working load is heavier, something which hinders effective teaching and learning. Scarcity of Science Teachers is more critical as compared to Arts Teachers. Thus, teachers cannot have sufficient time to mark assignments and counsel students with difficulties in learning.  Therefore, it is recommended that government and policy makers need to come up with strategies to fight inadequacy of teachers in Tanzanian Community Secondary Schools.

Keywords: Adequacy, teacher-student ratio, teaching load, Arusha District

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