Abstract:
The present study assessed teachers’ adequacy in Tanzanian Community
Secondary Schools due to massive failure of learners. The study utilized
descriptive case study design and data was collected through quest ionnaire,
interview schedules and documents. Simple random and purposive samplings
were used to select a sample of 318 out of ab out 1049 selected school
stakeholder in Arusha District. To establish validity, the instruments were
given to experts for scrutiny who went through them against research
questions and gave necessary recommendations for improvement before data
was collected. A pilot study was conducted to schools which are not part of the
sample and calculated using the SPSS. Reliability result yielded 0.871
Cronbach’s Alpha which means the questionnaire was highly reliable.
Researchers concluded that teachers’ working load is heavier, something
which hinders effective teaching and learning. Scarcity of Science Teachers is
more critical as compared to Arts Teachers. Thus, teachers cannot have
sufficient time to mark assignments and counsel students with difficulties in
learning. Therefore, it is recommended that government and policy makers
need to come up with strategies to fight inadequacy of teach ers in Tanzanian
Community Secondary Schools.
