Over the years in Tanzania, qualities for effective teaching in both primary and secondary schools have been propounded in different ways depending on the knowledge that teachers acquired during their training. These qualities have been largely dominated by attributes of teachers such as personality traits, sex, age, knowledge, classroom management skills, teaching methods and in-service training which might have had a bearing on the teaching effectiveness. This paper attempts to deplore and analyze various theoretical thought on how effective teaching can be attained among primary and secondary school and thus proposing the best theory that can fit the Tanzanian context.
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