Issues to be Considered During Distribution of Teachers in Tanzania Secondary Schools: A Case of Temeke Municipal Council

This study sought to identify and analyze issues to be considered during distribution of teachers in Tanzania secondary schools; a case of Temeke district. The data were collected through questionnaire survey, in-depth interview, documentary review, and focus group discussion. A sample of 80 respondents (20 in each school) was obtained using systematic sampling procedures. The quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) Version 20 while qualitative data were analyzed thematically. The findings of the study revealed that the Temeke municipal has various policies and procedures for teachers’ allocation in teaching posts such as: transfer by exchange of positions between the rural and the urban teacher and transfer based on the reasons like marriage or health problems. These policies and methods, however, were unable to solve the problem of teachers’ distribution in rural and urban Temeke secondary schools. The study further established that availability of supporting services to teachers, social cultural issues, the geographical location, witchcraft beliefs, and superstitious, teacher gender, professional development, and diseases (HIV/AIDS) were issues that were highly associated with teachers’ distribution in Temeke. Strategies to redress deployment and imbalance of teachers’ distribution among rural and urban in Temeke secondary schools were found to be introduction of incentives for teachers located in rural areas, introduction of financial bonus, incentives, applying forced transfer to teachers, and forced deployment system for teachers. The need to review the policies of teachers’ distribution so as to ensure that there is a balance of teachers between rural and urban in Temeke was also suggested in this study