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ntal of the quality of education (Oluech, 2006). The situation is more serious in the developing countries Tanzania in particular, where high-quality applicants refuse to join or retain in teaching profession. Many who join profession use it as a stepping stone or stepladder to join other lucrative jobs such as lawyers, accountants.

According to the 1990 World report on Teachers’ Conditions of Service asserted that, in absence of motivation to teachers which can be used to induce them to perform better; the quality of education will deteriorate since de-motivated teachers is the major contributing factor to the poor learning performance of students in primary and secondary schools (Bennell and Mwakyanuzi, 2005). Unlike other neighboring countries, in Tanzania there is no any allowance or bonus is paid to public school teachers as a means to motivate and encourage qualified teachers to work in remote rural areas. In other countries the government attempted to use some incentives to make rural areas attractive to live and work for qualified teachers. They have different forms of incentive such as financial or material incentives (hardship allowance, travel allowances, housing subsidies) and non-material incentives (special study leave, training opportunities). In the figure below shows the different forms of incentives allocated to the rural schools in the some of the East and Southern Africa countries.

As shown from the above table is only Tanzania where teachers working in rural areas paid nothing as motivation to work in remote rural areas. In Malawi, though no financial incentive offered, but the government provides housing where help to attract teachers to work in rural areas. The EMIS data reveal that there is strong correlation between availability of good-quality housing and presence of female teachers in rural school in Malawi (ADEA, 2006).
 

4.0: Summary, Conclusion and Recommendations.

4.1: Summary of Findings from the Study.

The paper has been sets forward to describe the challenges facing teachers in public schools in developing countries and its implications to the quality of education. Specifically, the focus was on the challenges facing the public school teachers and the way it affects the quality of education in Tanzania. The study focused on the four issues: teacher salary payments and other fringe benefits; working conditions; opportunities for professional development and motivation and recognition among the public school teachers and how is affecting their job performance hence the quality of education.

In addressing these issues the research study seek to answer the following research questions: (i) what are the problems with low salary payments to public school teachers? (ii) how do teachers’ poor working conditions affect their teaching performance? (iii) how does the limited opportunities for professional development affecting teachers’ performance hence poor quality public education? And finally, (iv) what kind of motivations can be provided to teachers so as to improve service delivery in public schools?

This research paper is mainly use of the secondary data surveyed from the books, academic journals, articles, working papers, reports, and website. The paper is made to document what have learned after thoroughly sur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。