Improving Teacher Recruiting Processes for Quality Schooling: A Study on Recruitment Practices for Public Secondary School Teachers in Tanzania

Abstract

Teacher quality plays an important role in creating a supportive environment that promotes student learning and achievement. As a result, this qualitative study explores effective strategies for recruiting teachers in secondary schools across Tanzania. We also assess how the practices identified have contributed to attracting high-quality educators. This study provides detailed insights into practices that hinder the quality of education delivered, not only about the already known infrastructure or curriculum problems, but also into how hiring processes hinder the recruitment of qualified teachers. Through a phenomenological case study design supported by the person-effective fit framework, 28 participants were interviewed, observed, and some document reviews were conducted. We found that the campus recruitment strategy primarily relied on certificates as the main recruitment criterion. Notably, approved and required activities such as hosting information sessions, career fairs, and mock interviews were lacking in the campus recruitment approach. Furthermore, the teacher recruitment secretariat did not adhere to established procedures and criteria for hiring, resulting in the recruitment of unqualified teachers who could have been identified and excluded through proper criteria and selection processes. Therefore, education policy actors must pay close attention to these practices and implement the necessary measures for improved outcomes. To enhance the quality of education and uphold ethical standards in teacher recruitment, authorities must adhere to and strengthen existing employment policies and procedures.