The purpose of this study was to investigate the Teachers’ Perception on Critical
Thinking inSecondary School in Tanzania: Case Study of Mjimwema Ward in
Temeke Municipality, Dar es Salaam, Tanzania. Three research objectives guided
this study, namely: examine teachers’ perspectives about critical thinking in
secondary schools, assess strategies teachers use to inculcate critical thinking to
secondary school, and Explore challenges that teachers face as they teach critical
thinking in secondary schools in Tanzania. The study employed qualitative and
quantitative approach and procedures in sampling, data collection (i.e. Focus group
discussion and Observation) and analysis. It was conducted in four secondary
schools which were Aboud Jumbe, Kisota, Kibugumo, and Kidete secondary
schools. The findings revealed that Critical thinking issue are embedded with
numerous variables of in and out of the class thus the perception tend to differ in
regarding to different school of thoughts of depending ones need and locality
criterion. Moreover, the results showed that the teacher’s perceptions on critical
thinking in secondary school differ in stand in understanding critical thinking as
some view as critical thinking as purely the work Mind and observablefacts whereas
other sees as inquisitive in nature, flexible, fair and open minded. The data revealed
that the determinant factors for lacks strategies, skills and methodologies on how to
inculcate critical thinking to their students as well they lack clarity on what ways
they could opt to instill critical thinking. For example; the absence of in service
training, upgrading course and workshop to train teachers to meet with the ever
changing of science and technology and thus every teacher do in his or her way in
teaching their class as well their classes.