This dissertation covers a report on the assessment of motivation and job satisfaction
among secondary school teachers in Tanzania, a case of selected secondary schools
in Kinondoni Municipality. Specifically it was an attempt to identify teacher’s
motivational factors and job satisfaction at work place, to examine strategies geared
to motivate and improve teachers’ job satisfaction, and to identify challenges facing
the secondary school teachers in Tanzania. Both theoretical and empirical literatures
were thoroughly reviewed.
A Sample of 70 was used for the study. The researcher employed a descriptive
research design. Data were collected through questionnaire and interview, and were
analyzed basing on the research objectives.
Data indicated that, factors that determine teacher’s motivation and job satisfaction at
a place of work are both pecuniary and non pecuniary factors namely salary and
wages, house allowance, transport allowance, pension benefit, loan schemes,
recognition, health and safety schemes, protection schemes, employment security,
training and development. However, these factors affected the teachers differently
depending on the type of schools, although the teachers from the private schools
were more satisfied and motivated that those of public secondary schools. Moreover,
most of teachers were dissatisfied with factors such as job lack of promotional
opportunities, poor supervision, lack of organizational policies, and undefined nature
of jobs, poor working conditions and poor organizational communication network.
Additionally, the research has shown that despite the various efforts taken by the
government and other respective authorities to date, teachers in government
secondary schools and some from private secondary schools are still less motivated
and satisfied with their profession.
Various policy implications were raised by the respondents on salaries and other
benefits, security and working environment, leadership and administration, training
and professional, participation of teachers in decision making and more
accountability of the society on teachers’ wellbeing.