Teacher training in Tanzania consists of two categories; pre-service training and in-service training. Pre-service training allows the trainee to comprehend educational theories, education philosophy, teaching methodologies and educational ethics. Although, at the end of this training the trainee is believed to be in the best position to become a teacher, the lack of wages the trainees teacher receive do not fulfil their needs. Maslow (1943) stated that in order to achieve, motivation is needed. Therefore, the teachers lose interest and motivation due to low payment, prevents them from enjoying their job and decreases their job performance. Low payment in Tanzania indicates that teachers are not very valued and that they have a low status.  If the government does not express importance to the teachers, then the teachers would present the same behaviour towards the students.  In-service training is supported by the government and it applies to those who are already in the teaching sector. The focus is to improve the quality of the teaching by keeping the teachers up to date with the changes constantly occurring. You can undergo this training through short courses, seminars, workshops, meetings and other special training.

Since 1998, throughout the years it is visible that the teaching standards have improved; this is evitable because, to receive qualified teaching status (QTS) has become far more competitive; ‘There has been a shift from seeing teachers as delivery agents of a defined body of knowledge, to seeing them as facilitators and leaders in learning), (Bignold, W. & Gayton L., 2009 P.85). Ever since UK has maintained its value for teacher education it has improved subsequently over the years. In contrast to Tanzania, UK makes more payment to the teachers. Even though the payment is better than Tanzania, UK teachers are still not exactly happy with the payment and wish for a payment raise.