Morale and Job Satisfaction Levels among Teachers in Tanzania: A Case of Selected Public Secondary Schools in the Northern Zone
A case study was conducted on the role of extrinsic factors (hygiene factors) and socio-demographic factors in determining morale and job satisfaction among teachers in Tanzanian public secondary schools. Biographical variables such as teachers’ age, gender, marital status, and work experience were investigated to see if they had any effect on their level of morale and job satisfaction. Different human resource and management researchers have interpreted morale and job satisfaction differently. The study used a variety of data collection methods, including an interview guide, questionnaires, and a documentary review checklist. The study discovered that job satisfaction among teachers in public secondary schools in northern Tanzania was not uniform; socioeconomic and demographic factors played a significant role in varying morale and job satisfaction levels. As an example, Female teachers’ job satisfaction was statistically significant (t(84) =2.62, p = 0.04), as was young teachers’ (below 40 years) job satisfaction (t(84) = -2.22, p = 0.01). However, age and work experience had a significant impact on teachers’ job satisfaction and dissatisfaction. The study concludes that socioeconomic and demographic factors have potential strength in designing and maintaining a job satisfaction model that accounts for morale and job satisfaction challenges among teachers in Tanzanian public secondary schools. The motivators and hygiene factors were found to have a significant impact on job satisfaction among teachers in Tanzania.
Author (S) Details
Dr. Ombeni W. Msuya
Leadership, Human Resource and Administration, College of Education, University of Dodoma, Tanzania.
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