Strengths and Weaknesses of Teachers Promotion Criteria in Tanzanian Public Secondary Schools: A Comparative Analysis
Abstract
This paper reviews the promotion criteria applied to secondary school teachers in Tanzania, highlighting their strengths, weaknesses, and potential reforms to improve transparency, equity, and fairness in career advancement. Teacher promotion is a key aspect of professional service, providing salary increments, higher ranks, greater responsibilities, and leadership opportunities, with the ultimate aim of fostering a conducive environment for quality education delivery. Promotion is defined as the formal advancement of an individual to a higher rank or grade, usually accompanied by increased responsibilities, improved remuneration, and recognition of competence and service. In Tanzania, guidelines for promotion are stipulated in the Public Service Act and the Teachers’ Service Commission Act Regulations of 2015, which emphasise merit, effective performance, qualifications, skills, and personal attributes. The study adopted a pragmatic paradigm using a concurrent mixed-methods design. Data were collected from 119 participants, including teachers, school heads, and education administrators, through questionnaires, interviews, focus group discussions, and document reviews of relevant policy instruments. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis to ensure triangulation and credibility. The review identified educational qualifications, teaching experience, professional grade, job performance, professional development, adherence to professional ethics, and citizenship status as the main promotion criteria. Although these criteria are merit-based and well-structured, implementation challenges persist, including bureaucratic delays, inadequate performance assessment, excessive reliance on years of service, and limited teacher involvement. To address these weaknesses, this paper recommends strengthening the Teachers’ Service Commission (TSC), periodically reviewing promotion criteria, enhancing professional development, establishing disciplinary and appeals boards, and broadening stakeholder engagement. Effective enforcement of these measures would enhance transparency, equity, and efficiency in promotion processes, thereby improving teacher motivation, retention, and service delivery in Tanzanian secondary schools.
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Copyright (c) 2025 Yonnah Daniel, Salum Hamis Haji, PhD, Issa Omari Malecela, PhD
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