Gender Differences in Motivation to Teaching among Secondary School Teachers in Tanzania: A Case of Kahama Town Council, Shinyanga Region.

Mkali, Mashaka N. (2021) Gender Differences in Motivation to Teaching among Secondary School Teachers in Tanzania: A Case of Kahama Town Council, Shinyanga Region. Masters thesis, The Open University of Tanzania.

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Abstract

This study sought to determine whether there is gender differences in motivation to teaching among teachers in Kahama Town Council in Shinyanga Region or not. Specifically, the study assessed the relationship between gender and teachers job performance in secondary schools, and determining how teachers’ motivation influences students’ academic performance in secondary schools. The study is framed with Maslow’s Hierarchy of Needs and Goal Setting theories and used cross-sectional design to obtain both quantitative and qualitative data. Using questionnaires, interviews, and focused group discussions data were collected from a total of 110 randomly and purposively selected respondents. The results revealed that there was a significant gender difference in motivation, whereas female teachers reported being motivated with a chance to interact and help the students, male teachers were motivated with the freedom to do others things including a possibility of career development. The study also found a strong relationship between the type of teachers’ motivation and students’ academic performance. Students were closer to female teachers than they were with male teachers. It is recommended that the government should find out what motivate male and female teachers to avoid generalization. For further studies, it is recommended that a wider coverage of the same issue so we can develop a theory on gender and teacher motivation. Keywords: Gender and Motivation and Teacher Motivation

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