Influence of Teaching Practice on Teacher Performance in Public Primary Schools in Arusha Region, Tanzania

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Mixed methods analysis shows low teacher performance in public primary schools in Arusha, suggesting improvements in training are essential.

Teacher performance is notably low in many public primary schools, affecting students' academic success.
Approximately 496 respondents were analyzed using mixed methodology, revealing a significant correlation between teaching practice and performance.
A concurrent triangulation design was used to collect and analyze both qualitative and quantitative data, yielding comprehensive insights.
Effective professional development programs are crucial to enhance teaching practice and improve overall teacher effectiveness in classrooms.

Christina Elisante Mnjokava (2025) studied this question.

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Mixed methods analysis shows low teacher performance in public primary schools in Arusha, suggesting improvements in training are essential.