A study on working conditions that affect teachers’ professional development in rural based primary schools in Tanzania: the case of Mbozi District

This study sought to find out the working conditions that affect teachers’ professional development in rural based primary schools in Tanzania. The study explored the working conditions in rural primary schools which included teachers’ workloads, salaries and infrastructure. The study used both qualitative and quantitative research methodology employing a case study design. Purposive and simple random sampling procedures were applied to select a sample of 127 participants. Questionnaire, semi-interview, observation, checklist and documentary review were used as tools of data collection. The study revealed that, there was a big problem of hard living conditions for teachers in rural primary schools. It revealed that teachers’ professional development faced lack of seminars and workshops for the purpose of teachers’ academic growth. It discovered that the problem was accelerated by the deprival of the priority for teachers’ affairs as opposed to other professions. It is recommended that the government of Tanzania under the Ministry of Education and Vocational Training (MoEVT) should improve teachers working conditions and their career. A priority in allocating sufficient budget to the education sector should be put in place. The study suggested that teachers’ professional development in rural primary schools should be promoted through in-service training, peer learning and mass media.