摘要：Student academic achievement is a confluence of many variables. Among the most debate is the impact of teachers on students overall academic success. Teacher characteristics that have impact on students’ achievement include academic and professional training, self-efficacy, incentive systems and attendance to class. The current study presents findings on the relationship between teacher variables and primary school students’ achievement in literacy and numeracy skills derived from Uwezo survey data in Kenya, Tanzania and Uganda. Using chi-square correlation coefficient, the study established significant positive correlation between head teacher experience as well as teacher class attendance and student achievement in literacy and numeracy skills in the three countries. The study recommends the strengthening of teacher professional conditions and incentive structure in order improve and reinforce their continued stay in the school in order to enhance students’ learning outcomes.
