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for any society to achieve sustainable development, education is an inevitable ingredient, without which any future growth is inconceivable. For an economy, education can increase the human capital in the labour force, which boost up labour productivity and thus leads to a higher level of output, but also, to improve the innovative capacity of the economy such as knowledge of new technologies, products and processes promotes growth (BEST, 2010). Thus, for the developing countries which are still backward economically they have to put more efforts to improve the quality of education system as the basic step towards achieving rapid socio-economic development.

But, unfortunately the main challenge for developing countries including Tanzania is to afford to provide quality education to the people. The statistics point out that, in developing countries approximately 30 to 40 percent of primary school leavers cannot read, write, or solve simple arithmetic after spent four to seven years in the schools (Adedeji & Olonayan, 2011). Education sector suffers with a number of constraints due to low investment versus high demands caused by fast population growth. This lead to emerging of problems like poor quality and supply of teachers, lacking teaching and learning materials, poor school infrastructure and facilities, low payments and poor working environment among teachers especially in public schools. All these and other factors contribute to the poor quality of education in public primary schools in Tanzania.

Thus, this paper will focus on the challenges facing public school teachers and its implications to the quality of education system in Tanzania. Different studies shows that public school teachers working in an environment of genuine constraints caused by low salaries payments and motivations, schools lacking essential infrastructure such as electricity, teaching and learning materials, teachers lacking sufficient pre-service and in-service training, classrooms are often overcrowded.

Different scholars argued about the importance of teachers as the essential attribute to realize quality of education. The ultimate goal of any education system is to ensure that children develop their cognitive, emotional and social capacities and acquire the skills they need to realize their potential (Komba and Nkumbi, 2008). Schools are the primary institutions where the children can achieve this goal depend on their teachers’ ability to deliver adequate service. The research has shown that the quality of our teachers is the most important factor to realize that students get quality education (Adedeji & Oloniyan, 2011).

In the OECD book titled “The Quality of the Teaching Workforce” the high quality of educational system in any country is depends to the quality of workforce (OECD, 2004). Moreover, the achievements of the students in the class are greatly influenced by the knowledge, skills, characters and commitment of the teachers. Likewise, in the UNESCO report insisted that, teachers are in the frontline and contingent on what happens in the classroom in order to achieve the ultimate goal of delivery good-quality education. It is added that, to improve student performance, does not mean only to have enough teachers and reasonable pupil-teacher ratio; it also needs to have teachers who are well trained, motivated and highly respected in the society. However, the situation is unusual for