Specialization in teaching subjects at primary school level in Tanzania: an investigation on the effect of training and posting in Rungwe district

This study investigated the effect of specialized subject training in teaching on grade A teachers and on their effectiveness to teach in primal ' schools, an implementation of ETP and programmes of TEMP. Specifically the study sought to examine the allocation of grade A teachers in relation to their subject specialty and gender, examine the teachers' workload in relation to their subject specialty, and observe the classroom teaching performance in relation to teachers' specialty. The study was guided by a theoretical framework of training and posting model. It involved thirty-eight grade A teachers with subject specialty, fifteen head teachers, the DEO, and REO. The questionnaires, interview guides, observation schedule and documental ' review were employed in securing information. The quantitative approach was employed in organizing data into tables with percentages while content analysis technique was applied to qualitative data. The findings indicate that allocation of grade A teachers does not consider their specialization and gender, resulting in some districts and schools having more teachers of one specialty and gender than others. In Rungwe district few teachers are allocated to rural schools and 47% were seen to teach more than 25 periods per week compared with other teachers. The collocation of teaching subjects in schools does not depend on teachers' specialization. The study revealed that 50% of the sampled teachers taught subjects they had not specialized in during their training, of whom 26% were teaching science and mathematics. Generally, classroom teaching was elective though 30% of the teachers do not prepare and use teaching media, and 60% do not provide a chance for students to ask questions. It is recommended that allocation of grade A teachers should consider their specialization and gender ai Ministry, regional, district, and school levels. Also, further reviews on this programme need to be done since 45% of the teachers and 75% of the sampled head teachers recommended that at teacher colleges, grade A teachers should be gained in all subjects which are taught in primary schools. The DEOs also support this.