Quality of Teachers and Academic Performance in Non-Formal Secondary Education Centres: A Case of Arusha City Council,Tanzania

Abstract

This study aimed to investigate the relationship between the quality of teachers and the academic performance of learners in Non-Formal Secondary Education (NFSE) centres in Arusha City Council, Tanzania. The purpose was to determine how factors such as teacher qualifications, motivation, training, and classroom commitment influence student achievement in NFSE settings. Despite the increasing role of NFSE in
widening access to education for marginalized groups, concerns persist about the competence and commitment of teaching personnel, and how these affect learners' academic outcomes. The study adopted a mixed-methods approach using a convergent parallel design, which allowed for simultaneous collection and analysis of both quantitative and qualitative data. A total of 66 participants were involved, including 24 students and 24 teachers selected through simple random sampling, as well as 3 education officers and 5 centre coordinators selected purposively for interviews and focus group discussions, respectively. The findings revealed that while many teachers held academic qualifications, they lacked pedagogical training relevant to non-formal learners. Low motivation, poor time management, and informal recruitment were also identified as key barriers to effective teaching. Students and administrators reported absenteeism, lack of classroom support, and high staff turnover, which negatively impacted academic performance. The study recommends that the Ministry of Education and IAE develop formal teacher recruitment guidelines, introduce structured induction and professional development programmes, and empower NFSE coordinators with supervisory authority to enhance the quality of instruction and student learning outcomes.