# _How teachers are managed_

The mean reported gross monthly compensation for teachers is TZS 676,184 (USD 293). Education, relative speaking, is one of the better-paid sectors (RISE Baseline Report 2019). However, since 2000, most teachers have faced stagnating purchasing power at best. Also, the salary differences between teacher certification types have increased over this period ((RISE Baseline Report 2019).

Around 36 percent teachers believe that their school regularly recognizes and rewards teacher performance. However, only 25 percent said that student learning outcome is the key metric used by the head teacher to judge their performance. Nearly 84 percent of teachers believe actions are taken in case of poor performance. The action format most often taken, according to teachers, was a warning from the headteacher. According to teachers, the risk of dismissal or transfer because of poor performance is almost zero.

Around 49 percent agree with the following statement about the school leadership: “ _They will recommend me to be transferred or dismissed in case I receive too many bad performance evaluations_ .” In terms of support received (personal and professional) from the school administration and Government, only 17 percent and 23 percent, respectively, teachers feel satisfied.

# _What teachers do_

For _what teachers do_ , we report data from _Teach_ . Broadly, teachers in our sample score high (average rating of 3-3.5 out of 5) in providing a supportive learning environment and in setting positive behavioral expectations in the classroom. However, they score low (average rating of 1.5-2 out of 5) on providing students with feedback, in perseverance, and in social and collaborative skills.

We also capture what teachers do through selected questions in the student survey: While 89% of students reported that their teacher explains in another way if they do not understand something, only 61% said that teachers write on their notebooks while correcting their work. About 70% of students said they were afraid of their teacher.

# _What teachers believe_

Finally, for _what teachers believe_ , some aspects of teacher beliefs are reflected in the section above, in terms of their perceptions of how they are managed. We also use a dedicated module incorporated within the teacher survey that builds on past cross-country research in this area (Sabarwal and Abu Jawdeh 2018). Using questions from this module, we create six mindset-indices, using principal component analysis.<sup>21</sup> The notable insights from the mindset modules are summarized here. Around 93 percent of teachers claimed that they could successfully teach all relevant subject content to even the most difficult students. But despite this high self-efficacy, about 40 percent of teachers believed there is little they can do to help a student’s learning if they come unprepared from previous grades.

Teachers have nuanced views about test-based accountability; 95 percent of teachers believed that they should receive additional bonuses if their students perform well on exams, but only 50 percent believed that

> 21 These are: self-efficacy, locus of control, quality of relationships, positive attitude, reinforcement bias, and support for test-based accountability.

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