Time to teach. Tanzania
In Tanzania Mainland, available data show that teachers’ attendance is a persistent challenge. While the stark numbers are available, the evidence-base on which factors, policies and practices affect teacher attendance in Tanzania Mainland remains scant.
The Time to Teach (TTT) study seeks to address this knowledge gap. The principal objective of the study is to collate and strengthen the evidence base on the various types and factors of primary school teacher attendance and to provide practical recommendations to improve the design and implementation of teacher policies. Specifically, the study looks at four distinct dimensions of teacher attendance: being in school, being punctual (i.e., not arriving late/leaving early), being in the classroom (while in school), and spending sufficient time on task (while in the classroom).