Benjamin Mbeba Meli,

This paper utilizes data from a study that investigated on the comparison of teaching effectiveness between licensed and normal trained teachers in Tanzania. First views on teaching effectiveness and teacher appraisal are discussed followed by presentation of the study itself. The study employed a descriptive research design and a theoretical framework of 5Es of Instructional model of teaching and learning. Data were collected from the field in two phases. In the first phase, qualitative data were collected based on how licensed and normal trained teachers were able to prepare; schemes of work, lesson plans, lesson notes, teaching/ learning materials and curriculum, mastery of the subject and language use, marking students’ assignments, classroom management skills, methods of teaching and teacher personality. Second phase of data collection was focused on quantifying some variables on important issues discussed during focus group discussion, observation and key informant interviews. The paper ends with giving conclusions and recommendations that; the Ministry of Education, Science and Technology (MoEST) should provide enough funds for teaching and learning materials, (MoEST) should support the existing Teachers Resource Centres (TRC) so that there are regular and continuous in-service activities going on at the centres to equip the teachers with more knowledge and skills. Zonal and District Secondary Schools Inspectorate officers should conduct frequent schools’ inspections in order to monitor the teachers in their day-to-day activities. School head masters/mistresses should see to it that daily routine of the teachers is monitored and that local arrangements are made for teachers to share knowledge and skills of teachers’ behaviour among themselves, and, Tanzania Institute of Education (TIE ) should ensure that schools curricula are in operation for a long time before changing them.