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m (Sumra, 2006). In most of developing countries, including Tanzania, education means teacher due to the fact that other essential learning facilities such as textbooks, visual aids and other learning materials are limited. Thus teachers play a big role as source of knowledge, skills, wisdom, appropriate orientation and role models for the students. Therefore the quality of education delivered highly depends on the competence and qualification of the teachers.

Since Tanzania gained independence in 1961, the government declared illiteracy as a one of the national enemies; others were disease and poverty. To address this problem the government introduced a national campaign known as Universal Primary Education (UPE). The main objective was to ensure every child gets access to at least primary education which was provided free by the government. In the early eighties Tanzania recorded remarkable achievements in education after becoming one of the countries with a high literacy rate of about 80% in Sub-Saharan Africa.

However, in the late eighties and nineties Tanzania’s education system experienced a number of challenges due to economic hardship and increasing population. This affects ability of the government to provide free social services including education. This situation led to major reforms in the education system including allowing the private sector to provide education services alongside the government. Also, the government introduced school fees to the public schools, colleges and universities.

Furthermore, in 2001 the government implemented five years Primary Education Development Program (PEDP) [2] intended to make primary education accessible to all children. This program was intended to increase enrolment, construction of classrooms, and recruitment of more teachers to ensure availability of teaching and learning materials in the public schools as well as provision of training to teachers. But in recent years the education sector in Tanzania has experienced a number of shortcomings, especially in meeting the required standards for the existing labor market. Many reasons have been raised as responsible for this situation, but it seems the fundamental causes to be concerned with are poor teaching and shortage of human capital deployed in public schools.

1.2: Statement of the Problem.

Tanzania is about to achieve United Nations Millennium Development Goal (MDG) of attaining universal primary education; but still there are many questions about the quality of education if it will lays a ground base for achieving the economic growth. There are arguments on the quality of education offered. The government has been accused of put more efforts on enrolment expansion, construction of classrooms and ignore other keys factors like teaching, which contributes to a large extent on the quality of education to be delivered.

The statistics shows that, the gross enrolment ratio (GER) increased from 77.6 to 112.7 percent between 2000 and 2009; similarly the net enrolment ratio (NER) rose from 54.2 percent to 97.2 percent in the same period. In secondary education following the implementation of SEDP started in 2004, where the GER increased from 10.2 percent in 2003 to 34.0 percent in 2010 and the NER rose from 6.9 percent to 29.9 percent in the same period (UN Report, 2011; UWEZO, 2011). But this shows one side of the coin ‘quantitative perf