The Teachers' Service Commission and Problematical Handling of Promotions on Tanzania Mainland

Abstract: This paper explores teachers’ views on the Teachers’ Service Commission (TSC) handling of promotions on Tanzania Mainland. Specifically, the study examined teachers’ opinions on the TSC’s delayed promotions between 2011 and 2020, and explored the factors that hindered feedback for their delayed promotions. It employed qualitative research approach, specifically a phenomenological design. Non-probability sampling techniques were used to select subjects. Data were collected through semi-structured interviews, focus group discussions and documentary reviews, with Braun and Clarke’s six steps guiding the thematic analysis. Findings revealed that teachers are dissatisfied with the TSC’s handling of their promotion. Lack of transparency and bureaucracy was the primary factors hindering teachers from receiving feedback on their promotion evaluation results. To address this, the TSC requires sufficient funding and adequate personnel to operate efficiently. Thus, the government should make purposive efforts to empower the TSC to own solely authority and power to teachers.