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veyed of different literatures aimed at public school teachers in developing countries. The results from the literatures review highlight the following findings:

Generally, as other developing countries, Tanzania is experiencing the huge of shortage of qualified teachers in public schools both for primary and secondary levels. This come after implementation of PEDP and SEDP led to rapidly expansion of enrolment in primary and secondary schools in 2000s. The expansion of enrolment does not consider the supply of qualified teachers hence the government end up recruited para-teachers or crash program teachers.

Teachers’ salaries are generally low and unattractive as compared with other profession hence teaching becomes the last resort for many young applicants. In comparison with other neighboring countries, Tanzania teachers in public schools are paid lowest salaries and other fringe benefits. For instance, according to 2005 - 2006 statistics, the average salaries for public teachers was US dollar 20, 95, and 125 for the primary, lower secondary and upper secondary teachers respectively. In this regard Tanzania recorded the lowest salary rate among East and Southern African countries. Unlike other countries teachers does not get even hardship allowance to enable them to cope with pathetic working environment especially in rural schools. This demoralized teachers’ working morale and discourage the competent candidates to join teaching profession.

Working conditions remain the major constraint for the teachers to exercise their duties efficiently so as to improve learning outcomes. Challenges such as overcrowded classes, inadequate housing, dilapidated buildings with few desks, and lack of relevant textbooks and workbooks are common in public schools in most of developing countries. Findings indicate the terrible situation in rural areas where due to poor water supply, poor roads, electricity supply, inadequate accommodation, and poor health services. All these discourage teachers work there and in due course cause shortage of teachers. Teacher absenteeism and lateness is common phenomena in most of remote rural schools. For instance, teachers from rural schools travel long distance to district centers to collect their salaries hence significantly reduce and disrupt available time for teaching and learning.

Teacher professional development is said to be crucial factor to give teacher chance to become confident, competent and up to date in the curricula changes. It gives opportunities for the teacher to acquire new teaching skills, improve teaching practices, familiar with policy changes, and broaden their mindsets as professional and individual. For instance, teachers in primary schools lack skills to handle certain topics in the revised school curricula and pupils with special needs especially in rural areas where special schools are not available. Besides all these significance, most of the governments in developing world put more efforts on recruitment on new teachers, enrolment expansion and construction of infrastructures. Nothing has been done about in provision of in-service training, seminar and workshop on curricula changes, or new subjects.

Lack of motivation and job recognition on the part of teachers remains an obstacle for the government to improve education quality. Likewise in other developing countries working environments for teachers is unsatisfacto