24 for teachers with relatively large teaching loads. The teaching load of Grade C
teachers in Muleba is also relatively high. Further research is needed in order to establish if this is typical in rural areas.
Table 5.4: Time allocation between teacher work activities hoursweek ACTIVITY MULEBA
TEMEKE
Preparation 2.3 3.1
Marking 2 4.4
Teaching 19.9
15.1 Extra duties
0.9 2.3
Source : School survey
Multiple shifting The Cooksey Survey found that one-quarter of primary schools were operating double
shifts in 1990. EMIS data suggests that the incidence of teachers having to work more than one shift has increased appreciably since then. In particular, the stream-teacher
ratio for all primary schools rose from 1.1 in 2000 to 1.6 in 2004. However, the length of each shift is now typically only around four-five hours at most schools.
17
Most of the survey schools were operating a double shift. However in Temeke, only I in 10 of the teachers stated that they were teaching in more than one shift compared to
one in five teachers in Muleba. Over and under staffing
The formula for calculating the number of streams and thus teachers in each primary school is based on the PTR norm of 45.
18
Given the continuing shortage of classrooms, urban teachers tend to have larger classes, but lower teaching loads.
Because urban primary schools tend to be so overcrowded, this gives the impression that teachers at these schools have to work harder, when in fact this is generally not
the case. Typically, teachers in urban primary schools spend more time in the staff room marking exercise books and preparing lessons than they spend in the classroom.
5.4 PUPIL
BEHAVIOUR
In some countries, particularly in Europe and North America, pupil misbehaviour is a major de-motivator for teachers, which can lead to very high rates of teacher stress
and attrition. In Tanzania, this does not appear to be such a burning issue. While most of the teacher focus groups in Muleba and Temeke disagreed with the statement that
‘the behaviour of pupils in class is not a problem for teachers at this school’, nearly all teacher questionnaire respondents agreed with this statement and teacher interviewees
rarely mentioned pupil behaviour.
17
Attendance patterns for each standard are frequently quite complicated. For example, the hours of attendance at one of the Temeke survey schools are as follows: Stds. 1 and 2 1100-
1530, Std. 3 1100-1630, Std 4 and 5 0730-1200, and Stds. 6 and 7 0730-1400.
18
Interestingly, though, head teachers at the survey schools did not know how many teacher vacancies they had at their school.
25 Pupils at rural primary schools are generally well behaved. In urban areas, teachers
have more trouble controlling the movements of pupils in and out of the school, especially where schools do not have adequate security fences, which is still common.
5.5 TEACHER
MANAGEMENT
The quality of management at all levels school, district, region and Ministry headquarters is critically important in ensuring that teachers are adequately
motivated. Management effectiveness is the combined outcome of management systems and the commitment and competence of individual managers. Teachers in
most rural schools feel particularly isolated, which in turn increases the importance of good school management. As noted early, younger teachers posted to rural schools
often have a strong fear of being forgotten. Considerable scope exists to improve the management capacities of head teachers at
the survey schools. A key reason for this is that head teachers have generally received little or no good quality management training.
19
Only one of the schools in Temeke was exceptionally well managed and the impact that this has on teacher motivation
and performance is clearly evident. In Muleba, no quality management was clearly observable at any of the survey schools.
Teacher interviewees at eight out of the ten survey schools are averagely satisfied with how their schools are managed. Seven out of the 10 teacher focus groups two in
Temeke and one in Muleba disagreed with or were not sure about the statement that ‘teachers in this school are well managed.’ Similarly, only 43 percent and 18 percent
of teacher questionnaire respondents agreed with this statement in Muleba and Temeke respectively see Table 5.5. However, the large majority of these
respondents still feel that their ‘head teacher leads by example’ and that they do not spend too much time away from schools either on official duties or doing their own
private business. Most also agreed with the statement that ‘the head teacher regularly observes classes at this school’.
School governance Ensuring effective accountability of teachers and school managers to parents and
communities has become a major policy objective in recent years. This is to be achieved through improved school governance with School Management Committees
expected to play a major role in all aspects of school management, including the utilisation of the recently introduced per capitation grants. However, progress to date
with respect to school governance is limited, mainly because SMCs have only been recently established in most primary schools, parents tend to be mainly concerned
with improvements to school facilities and know very little about the teaching process, and social capital is often quite limited, especially in very poor and depressed
urban locations.
19
The ADEM in Bagamayo runs management training courses for all MOEC staff..
26
Table 5.5: Teacher questionnaire responses to management-related statements rounded percentages
MULEBA TEMEKE
STATEMENT Disagree Not
sure Agree Disagree Not
sure Agree
Teachers at this school are well managed 13 43 43 26 55 18
Our head teacher leads by example 11 4
86 11
11 78
Our head teacher is often away from school on official duties
46 4 50 65 16 19
Our head teacher is often away from school on private business
86 7 7 83 12 5 Our head teacher regularly observes classes
7 93
3 7
90 School inspectors regularly visit this school
26 4
70 8
9 83
Teacher transfers are managed well and fairly 18
39 43
7 11
82 Teacher salaries are paid on time
73 10 17 78 10 12 HIVAIDS has not had a big impact on teachers at
this school 17 21 62 9 32 60
Teachers at this school come to work hungry
57 32 11 38 41 21 Teacher absenteeism is not a problem at this
school 52 11 37 37 14 49
Teachers at this school come to work on time 17
83 7
10 83
Source : School survey
System management There are longstanding concerns about the overall management of the public
education system in Tanzania. One stakeholder interviewee described the public education system as ‘a circus without a ringleader’. Basic functions are poorly
managed. Teachers are particularly disgruntled about the payment of salaries and allowances see Table 5.5.
The 1990 World Bank report noted that the Inspectorate is well staffed and that most teachers are inspected annually. Most teacher questionnaire respondents in both
locations agreed with the statement that ‘inspectors regularly visit this school’. However, stakeholder interviewees including inspectors stated that staffing
shortages and other resource constraints most notably transport prevent most primary school inspectors making regular visits to rural schools. Primary school
inspectors are based in districts. Most have to endure poor working conditions and lack suitable transport to be able to visit schools as prescribed. Consequently, teachers
are isolated and are under relatively little pressure to perform. In the short term at least, decentralisation has complicated and, in some key areas,
negatively impacted on the management of primary schools. In particular, a relatively large number of Councils have re-directed money intended for teacher allowances to
other uses.
27
5.6 LIVING CONDITIONS
