Abstract
This briefing note presents evidence on early grade teachers’ professional capacity and support in 17 of the most disadvantaged districts in Tanzania. The results come from a rigorous mixed-methods baseline study for an impact evaluation of the Education Quality Improvement Programme in Tanzania. The key findings on teachers from the impact evaluation study reveal some important strengths including the fact that most teachers are trained and have good early grade subject knowledge in Kiswahili and mathematics. The research also identifies four major constraints to good teaching in these disadvantaged districts. The challenges associated with these constraints are: improving curriculum and subject knowledge; improving pedagogical skills; getting teachers into the classroom; and providing monitoring and support to teachers.
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