Contribution of Motivation Strategies to Government Primary School Teachers’ Job Satisfaction: A Case Study of Morogoro Municipality, Tanzania

Mutasa, Lilian (2017) Contribution of Motivation Strategies to Government Primary School Teachers’ Job Satisfaction: A Case Study of Morogoro Municipality, Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

This study examined the contribution of motivation to teachers’ job satisfaction in Tanzania public primary school. The study was guided by three objectives, including identifying the motivational strategies established for primary school teachers in public schools; to examine the impact of motivational strategies on teachers’ job satisfaction and to identify the key determinants of teachers’ job satisfaction. The study employed different tools whereby questionnaire, interviews and focus group discussions were used as tools for data collection. Findings revealed that primary teachers in Morogoro Municipality are dissatisfied with their job due to the established motivation strategies not being effectively applied. The motivating factors like salary increments, teachers’ houses, overtime allowances and free meal are lowly provided to the extent of demotivating teachers towards their job. Also the study revealed that the established motivational strategies for teachers are essential in activating teachers’ job satisfaction. Lastly, the study revealed that majority of primary teachers are motivated when they have high salary, good environment for T/L process, promotion and allowances on time. The study recommends that in order for the teachers to be satisfied with their job, several motivating factors should be provided by the government including: high salary, good living environment, timely promotion, timely allowances, and availability of teaching and learning resources that should be provided on time. Also, the study recommends that the government should review the salary structure, incentives and fringe benefit package to teachers. Lastly the study recommends that teacher-student ratio should be lowered by employing more teachers so that number of teachers should be proportional to the number of students.

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