Influence of Teaching Practice on Teacher Performance in Public Primary Schools in Arusha Region, Tanzania

Statement of the Problem: Teaching practice has been touted as one of the best teacher preparation activities undertaken by training institutions aimed at improving teacher performance. However, in Arusha Region, this has not been the case since teacher performance in many public primary schools has been low. Many teachers do not cover syllabus in time occasioning low performance of their students in examinations. Purpose of the Study: To assess the influence of teaching practice on teacher performance in public primary schools in Arusha Region, Tanzania. Methodology: A mixed research methodology and a concurrent triangulation research design were used. The target population was 496 respondents, comprising 34 head teachers, 458 teachers and 4 education officers, from which a sample of 220 respondents was determined using Yamane's Formula. Stratified sampling was used to create four strata based on the number of zones in Arusha Region. From each zone, two headteachers and all the four education officers were selected using purposive sampling. However, from each zone, 52 teachers were selected using simple random sampling. These procedures realized a sample of 8 headteachers, 208 teachers and four education officers. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson's Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented using tables. Findings: The study found that teacher performance in many public primary schools has been low, with many teachers unable to cover the syllabus in time. This has occasioned low academic performance among learners in public primary schools. This is partly attributed to ineffective teaching practice, which many teacher-trainees go through during teacher preparation. Recommendations: Teacher training colleges should integrate hands-on teaching experiences and simulation-based training into their teacher preparation curriculum. Providing pre-service teachers with opportunities to engage in real classroom settings allows them to strengthen classroom management, lesson planning, and student engagement strategies. Schools and colleges should establish systems for ongoing professional development programs targeting active teachers. These programs could include workshops, peer coaching, feedback sessions, and collaborative learning opportunities. Regularly updating teaching techniques and encouraging reflective teaching practices allow educators to adapt to changing educational needs and improve their overall effectiveness in the classroom.