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Education Research International
Volume 2017, Article ID 7282614, 7 pages
https://doi.org/10.1155/2017/7282614
Research Article

Determinants of Secondary School Teachers’ Job Satisfaction in Tanzania

Department of Education, University of Iringa, P.O. Box 200, Iringa, Tanzania

Correspondence should be addressed to Gilman Jackson Nyamubi; moc.oohay@ibumlig

Received 10 June 2016; Revised 22 October 2016; Accepted 15 January 2017; Published 1 February 2017

Academic Editor: Peter Howley

Copyright © 2017 Gilman Jackson Nyamubi. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study examined teachers’ job satisfaction in Tanzania. It addressed one research question: what factors determine secondary school teachers’ job satisfaction? The study was conducted in eight secondary schools in two regions of Tanzania. It used focus group discussion as the data collection tool. Results show that teachers were satisfied by both monetary and nonmonetary incentives such as community support. They were pleased with fair remuneration packages that related to their labour input, opportunities for career development, a well-defined individual appraisal system, timely promotion, and requisite workplace conditions. The study also showed that teachers’ friendship and cooperation with coworkers and students as well as the respect of community members also enhanced their satisfaction in teaching. Also important to their satisfaction is their students’ success in and after school, which reveals the teachers’ sense of duty and responsibility. Teachers’ job dissatisfaction can lead to their search for other means to gain economically. It is recommended that care should be given to address teachers’ pertinent issues, especially salaries, workplace conditions, and timely promotion, to enhance teachers’ physical and mental attachment to their workplaces.