Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.14, No.33, 2023 61 School Teacher Quality Improvement Model Bryson D. Kinyaduka Mzumbe University, Faculty of Social Sciences, Box 5, Tanzania Abstract Most governments worldwide always face budgetary constraints to provide quality services to the people. From the budgetary constraint governments have been scaling up educational innovations without orientation to teachers. This poses problems during implementation of educational innovations. As service providers, one of services governments have to offer to their people is quality education. To offer quality education, the government has to employ adequate and qualified teachers. Being a qualified teacher, it is not ultimate. Teachers require professional development after they commence working to achieve the best performance in their teaching profession. It is from this understanding this paper has come to life. The paper provides a concise summary on how schools can use human resources at their disposal to develop teachers professionally. The school management uses human resources within the school, and then the nearest ones from the school. Finally, when necessary, it uses the ones who are far from school. Indeed, this happens after a teacher has taken personal initiatives to support herself in futile. The paper is a useful tool to schools desires to improve student academic performance. Keywords: teaching-learning, quality improvement model, profession development, educational innovations, DOI: 10.7176/JEP/14-33-08 Publication date: November 30 th 2023 The adage goes the quality of education system does not rise beyond the quality of its teachers. This is the reason we have teacher training Colleges (TTCs) and Teacher Colleges (TCs). The teacher training college main role is to produce quality teachers, and the role of a teacher college is to improve the quality of a teacher. Though teachers graduating from colleges are considered as qualified teachers, the teachers do not know everything they are supposed to teach in schools or colleges. The degree of how much a graduating teacher does not know in studied subjects varies from one teacher to another. A teacher does not know everything he/she has to teach though the ideal is that he/she has to know all the contents planned to master. However, because of the reversed norm principle this does not happen (Kinyaduka, 2020). The principle states that all adequate resources and conditions may be in place for a task be performed; however, despite the presence of all resources and conditions necessary for hundred percent success, it may not be the case (Kinyaduka, 2020). In some situations, tutors and professors do not teacher some of topics in colleges because of the circumstances (Kinyaduka, 2017). The assumption is that the variation in knowledgeability among student teachers depends upon a diversity of factors. Some of the factors include time committed studying, teacher energy to study, availability of resources in studying, balanced effectiveness of tutors, and family background of a teacher. Thus, the academic achievement of student teachers and students in schools is dependent upon the mentioned factors among others. Of the mentioned factors, the paper focuses on the continued improvement of quality of a teacher since this is one of the most important ingredients in any education system (Sheehan, Childs, n.d). As has been noted, a teacher does not know everything she/he is supposed to teach. Therefore, programmes to improve the quality of a teacher are mandatory in any country or school, rich or poor. However, any teacher training programme requires financial resources. Money is required to improve the quality of teachers despite the poverty of some governments, or the low-income of some countries. With the understanding of the need for continued teacher quality improvement, and despite the scarce financial resources in low-income countries, this paper proposes the best practices to be applied to improve the quality of teachers. For students to receive quality education, teacher development is not a matter of choice, but rather of necessity (Rojhe & Syal, 2013). Interestingly, in Tanzania experience has shown that teachers less often receive in-service training the government organises. In-service teacher training is a recent phenomenon as it resumed in 2019. Thus it remains a rare, but for 3rs teachers (NAOT, 2020) the rest of the grades remain untrained. In some instances, some teachers can even work for over thirty years without attending a seminar organised by the government. Thus, in-service training among teachers is rare (NAOT, 2020). One explanation for this tendency is scarce financial resources. This is partly because of inadequate funds disbursed in the ministry responsible for educational matters (Kinyaduka, 2012). This means that the ministry may request adequate funds through fiscal budget in parliament, and it passes, but the money disbursed is usually less than the actual amount requested (Kinyaduka, 2012). What the ministry does is to prioritise its activities as a result tasks relating to teacher professional development and others might be compromised; consequently, teacher quality improvement and/or curriculum innovations implementation suffer. Since there is scarce financial resources in low-income countries, and since we need quality teachers and educational outcomes, it is important