Teachers' Competencies in Promoting Foundational Literacy and Numeracy in Tanzania

Foundational Literacy and Numeracy (FLN) provides the basis for children’s subsequent learning and educational progression, making teachers’ competencies critical to its effective development during pre-primary education. In Tanzania, the implementation of competency-based pre-primary education places increasing expectations on teachers to facilitate learner-centred, inclusive, and developmentally appropriate early learning. This study investigated teachers’ competencies in fostering FLN in pre-primary education in Tanzania. A cross-sectional mixed-methods survey was conducted with 74 teachers. Data were collected using a questionnaire comprising 18 competency items measured on a four-point Likert scale and open-ended questions. Quantitative data were analysed using descriptive statistics and non-parametric tests (Mann–Whitney U and Kruskal–Wallis H), while qualitative responses were analysed thematically. The findings indicated a relatively high overall level of teacher competency in supporting FLN (M = 3.75, SD = 0.48). Teacher–child relationships (M = 3.94, SD = 0.24), motivating children to learn (M = 3.91, SD = 0.29), and using child-friendly learning resources (M = 3.85, SD = 0.36) were the strongest competencies, whereas digital competence recorded the lowest score (M = 3.26, SD = 0.75). Competency differed significantly by teaching experience (H = 12.73, p = .005), but not by gender, age, educational attainment, or professional qualification. Qualitative findings further showed the use of learner-centred practices, including storytelling, songs, games, and continuous assessment, alongside constraints related to overcrowded classrooms, inadequate instructional and digital resources, and limited professional development opportunities. The study concludes that pre-primary teachers demonstrate generally strong FLN competencies, although important capacity and contextual gaps remain. Strengthening digital competence, continuous professional development, and supportive learning environments is therefore necessary for more effective implementation of competency-based pre-primary education in Tanzania.