Moshi, Elineema Godson2021-10-062021-10-062018Moshi, E. G. (2018) The influence of teachers' attributes on pupils' numeracy performance in Arusha public primary schools. Masters dissertation, University of Dar es Salaam, Dar es Salaam.http://41.86.178.5:8080/xmlui/handle/123456789/15805Available in print form, Eat Africana Collection, Dr. Wilbert Chagula Library,(THS EAF LB1547.T34M673)The purpose of this study was to examine the influence of teachers' attributes on pupils' Numeracy perfomance in City Council public primary school", The objectives of the study were to examine the relationship between teachers' level of education and pupils' Numeracy performance, to examine the relationship between teachers' experience and pupils' Numeracy performance and to examine the relationship between teachers' professional development programmes attendance and pupils' Numeracy performance. Relevant theoretical and empirical literature was reviewed to provide a basis the research, The study involved a total of 1992 respondents from 30 public primary schools, 30 Numeracy teachers and 1962 pupils. The samples were obtained through stratified and simple random sampling techniques. Stratified sampling technique was used to categorize primary schools considering ownership while simple random sampling was used for selecting 30 primary schools and 30 teachers. Data were collected using questionnaires and Numeracy test. Data were analyzed with the help of Statistical Package for Social Sciences (SPSS) and correlation coefficients were computed to establish the relationship between the variables. The findings indicated that there was a low negative correlation (r - 0.397, p < 0.05) between teachers' level of education and pupils' Numeracy performance, correlation (r — 0.221 p > 0.05) between teachers' teaching experience and pupils' average Numeracy performance was not statistically significant. Further, the study found a positive correlation (r = 0.390 p < 0.05) between frequencies of teachers' attendance of professional development programmes and pupils' Numeracy performance. Based on the findings, it was concluded that teachers' level of education influenced pupils' Numeracy performance negatively. Therefore, it was recommended that the government should keep on hiring teachers with Certificate and Diploma level in early grade classes as they have positive influence on the pupils' Numeracy performance. However, those with higher level of education should be exposed on the early grade content and pedagogical skills so that they may have positive influence on the pupils' Numeracy performance. Teachers should be encouraged and supported to attend workshops, seminars or trainings related to their areas of specialization for the sake of updating their knowledge and pedagogical skills as they positively influence pupils' Numeracy performance. It was further recommended that teachers with higher experience to be involved in other responsibilities which they may perform efficiently such as pupils' guidance and counseling and management.enEducation primaryPerformanceTeachersStudy and teachingPublic Primary schoolArushaTanzaniaThesis