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rbated the shortage of qualified teachers in rural schools reflected in higher pupil to qualified teacher ratio in rural schools. For instance, Dar es Salaam city (urban) it has 68 percent of qualified teachers as compared to 38 percent in Lindi region which is located in upcountry (rural).

3.3.2: Low salary payments and other fringe benefits

In most of developing countries including Tanzania, teachers’ salary is considerably below the level to ensure their motivation to work hard. Generally speaking as compared with other professions (doctors, nurses, lawyers, accountants) the teachers’ salaries in Tanzania is relative low and, unfortunately they also lack other fringe benefits that other civil servants enjoys such as adequate housing allowances, transfer allowances, lunch allowances, leave allowances, and hardship allowances. The situation seems to be more terrible in rural schools where teachers they have to travel quite long distance to the district centers where most of banks are located to collect their monthly salary, which is costly in terms of money and time but nobody refunds all these additional costs. This is one of the factor demoralized teachers in public schools and some of them decide to move to private schools which are better off in term of salaries plus other benefits. In the figure below illustrates the sharp increase of teachers (particularly qualified teachers) in private schools due to attractive remunerations and good working conditions.

This figure shows, from 2008 to 2010 the rate of increase of teachers in private schools is more than threefold (24%) of the rate of increase in public schools (6.5%). Likewise, this may also expected to affect the education system since some of qualified teachers are likely to find another occupation, be absent, or late to work, or not do expected work in the classroom to meet the learning needs of the students hence adversely affecting the quality of education (Bennell & Mwakyanuzi, 2005). Empirical studies suggest that, the teachers’ salaries can influence who enters the field and how long they will remains in the teaching (Vegas, 2008).
 

Though the ratio of salary for primary teacher pay to GDP per capita is 6.1, which is higher almost twice the as compared to the Sub-Saharan average (4.2) and the Field Track Initiative (FTI) benchmark indicator of 3.5 units (UNESCO/URT, 2012). But when comparing with other countries in Sub-Saharan Africa, it is evident that public schools teachers in Tanzania are getting minimal salary and other remunerations. Only with the little information, the figures below show the average salaries for teachers in different levels (primary, lower and upper secondary schools) in Tanzania and other neighboring countries in sub-Saharan African. Despite the fact that the cost of living varying from one country to another but the data in the figures below gives overview of teachers’ salaries in Tanzania as compared to other countries in different categories in public schools (primary, lower and upper secondary).

Tanzania has recorded the lowest monthly gross salary rate of US dollar 20, 95, and 125 for primary, lower secondary and upper secondary teachers respectively.

As shown from the figures above it is apparent that, teachers’ salaries in Tanzania are lowest as compared to other c本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。