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nment just put more concentration on enrolment expansion, recruitment of teachers, construction of classrooms, and provision of teaching and learning materials. Nothing has been done about provision of in-service training to the existing teachers to equip them with new changes happen within and out of the teaching professional. It is common to hear that a teacher work for twenty or thirty years without get chance to attend even three days workshop to improve his/her teaching skills. In this regard, if as a country in order to improve its education quality should put more emphasis on teaching workforce since teacher is the heart of the classroom instruction. (Komba and Nkumbi, 2008).

The effectiveness of the teacher depends on the competence to cope with the changes and challenges happen in the class not even the pre-service training. Therefore, for the short while the best way of improving the existing school performance is to improve the current teaching workforce rather than recruit new teachers. This is due to the fact that, the teacher who is well trained and professionally updated can easily handle class of pupil above the recommended ratio. Consequently, in-service professional development is essential because it gives opportunities for the teachers:

“to update teachers’ knowledge of subject matter periodically, in light of new development in the field; to update teachers’ skills in light of new teaching techniques and educational research; to help teachers apply changes made to curricula; to enable schools to develop innovations in teaching practices; and to help weaker teachers become more effective.” (Asia Society Partnership for Global Learning 2011:12).

According to Malkeen and Chen (2008), teachers from the rural schools they have less advantage as compared to their fellow from the urban schools though urban schools represent less than ten percent of total schools in the country. It is easier for the urban teacher have to access to further education and training opportunities than their rural counterparts.

3.3.4: Low motivation and job recognition from the community

Learning is the process involving interaction between the teacher, students and sometimes parents or community in general. The teacher is the central point required to engineer the teaching and learning process in the classroom. Therefore, learning achievements can be determined in the classroom by motivated teacher who plan for teaching by put in to practice what they have learned in the teaching college. But the teachers’ motivation remains as ignored factor in all level of policy intervention (Oluech, 2006). Consequently, becomes responsible factor for the rapidly declining of the status of teaching profession among young generation.

For instance, in Tanzania nowadays most of bright students do not prefer to join teaching and yet becomes the last resort among applicants. Teacher motivation and job recognition helps to retain teacher in their work places through provision of the material and psychological needs does not necessarily being payments. Such kind of things like bonuses, gifts, and study opportunities can be use as a means to attract bright students to join teaching and even to work in remote rural areas. However, in less developed countries public school teachers’ motivation is said to be low and it is been detrime