ABSTRACT
In terms of education development, after independence, Swahili and English were made the official languages in teaching in Tanzania. The Tanzanian government has taken various steps to promote gender equality in education. Primary education has become compulsory and enrollment has been universal. Poverty is a big problem in the country and in the community around the school. Poor working conditions for teachers, such as low salaries, delays in salary payments, and lack of accommodations, stand out as deterrents for females to become teachers and to stay in teaching. However, urban schools have no lack of female teachers at either the elementary or secondary level. It is the rural schools that lack female teachers. The roles of significant others, mainly teachers and family members, have a major impact on women choosing to become teachers. Cultural traditions and social respect are important factors affecting the posting and retention of female teachers.
