Shortage of Science and Mathematics Teachers and its Impacts on Secondary Schools in Tanzania

Abstract

This article discusses the shortage of science and mathematics teachers and its impacts on secondary schools in Tanzania. The study adopted a mixed-methods research approach. A total of eight (8) secondary schools were selected. The data were collected through questionnaires and interviews. A total of 106 respondents (98 students and 8 Science Teachers) were involved in responding to the questionnaires and interviews respectively. Quantitative data were analysed using frequency count and percentage while qualitative data were analysed using thematic analysis. Poor performance in science subjects was revealed as the major causative of the shortage of science and mathematics teachers. Many students fail in science and mathematics; thus, the number of graduates declines. Considering that some of the science graduates join other careers, a few join teaching career. This trend of cause and effect creates a cyclic relationship between the factors and the impacts of the shortage of science and mathematics teachers. The study recommends that stakeholders should motivate students to like science, mathematics, and teaching career and ensure that they emphasize positive students’ attitudes toward science and mathematics subjects.