Teacher Quality Dimensions Associated with Learning Achievement in Tanzanian Primary Schools

Abstract Teacher quality is widely recognized as a key determinant of pupils' learning outcomes, yet evidence on the most influential dimensions remains limited in Tanzania. Using secondary data from the 2018 Tanzania Basic Education Statistics, this study employed descriptive statistics and binary logistic regression to examine the influence of teacher quality on pupils' learning outcomes. Results showed that inadequate subject matter knowledge significantly reduced the likelihood of outcomes (OR = 0.424, p = .017), whereas gender-responsive pedagogy increased the likelihood (OR = 2.185, p = .029). Teachers' age, teaching experience, curriculum knowledge, and overall teaching ability were not significant predictors. Among control variables, pupils' gender (OR = 0.276, p < .001), pupils' age (OR = 0.754, p = .014), and classroom condition (OR = 3.606, p = .002) were significant. The findings underscore the importance of strengthening subject matter competence, gender-responsive pedagogy, and school infrastructure to improve learning outcomes in Tanzania.