Job Satisfaction And Motivation Among Secondary School Teachers In Tanzania: A Case Study Of Kwimba District In Mwanza Region

ABSTRACT

The purpose of this study was to examine the factors that are associated with

teachers’ job satisfaction and motivation. The study was carried out in Kwimba

District in Mwanza Region. The study had the following objectives: To identify the

kind of job satisfaction and motivation aspects that teachers are most satisfied with

working in Public Secondary Schools in Kwimba, to determine whether teachers

differ in their job satisfaction and motivation in relation to the type of school and

school location in Kwimba district and to determine the job satisfaction and

motivation factors that contribute significantly to teachers’ intentions to remain on

the job.

The findings revealed significant differences in teachers’ job satisfaction and

motivation in relation to the type of school and allocation but there are no

significant differences in relation to marital status, teaching experiences and

teaching types. However, there were no significant differences in relation to

marital status, teaching experience, teacher type and promotional position in all

the five core job dimensions. Moreover, the stepwise regression model revealed

that the meaningfulness of the job and job characteristics dimensions contributed

significantly to the teachers’ intention to remain in the job.

Lastly, the correlation Pearson (r) revealed that there is a significant relationship

between job satisfaction and motivation and the five job dimensions: job

characteristics, social benefits, meaningfulness of the job and support from

administration. These findings are both consistent and inconsistent with the previous

researchers’ findings. The study concluded that job satisfaction and motivation

should be enhanced through improving working environment, salaries,

administrative supporting Kwimba district, Tanzania and other countries.