Browsing by Author "Kweba, Justine"

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    The relationship between promotion and work performance among teachers in public primary schools in Bunda, Tanzania
    (University of Dar es Salaam, 2019) Kweba, Justine
    This study investigated the relationship between promotion and work performance among teachers in public primary schools in Bunda Town Council, Mara region. It was conducted in twenty-five primary schools. This was due to where the chosen timely and un-timely promoted teachers came from. The study was guided by three research objectives namely to; Analyze the existing criteria used to promote teachers and their relevancies, examine the effects of promotion on teachers' work performance and find out the best ways of promoting teachers in enhancing their work performance. Mixed methods research approach specifically the concurrent triangulation design (Convergence model) was used to achieve the objectives. A sample of 78 respondents of which 65 were timely and un-timely promoted teachers, 6 officers from the district level, 2 ward education officers and 5 head teachers were used. Data were collected via interviews, questionnaires and documentary review while information generated was subjected to Thematic Analysis using Miles and Huberman (1994) flow model of qualitative data analysis, spearman’s ranking order correlation coefficient test and content analysis consecutively. The study findings revealed that existing criteria used to promote teachers are; academic qualification, good character and integrity, seniority, good work performance as indicated in OPRAS and budget of a particular financial year. Moreover, it was found out that all the above-mentioned criteria were relevant. The study findings also revealed that the existing promotion criteria were not adhered to during promotion processes. Furthermore, findings indicated that there was no statistical significant relationship between promotion and work performance among teachers particularly in terms of teacher school attendance, classroom instructions delivery and participation in extracurricular activities such as sports and games. Lastly, the study found out that the best ways of promoting teachers were through Government adherence to promotion budget, effective use of OPRAS in determining teachers’ work performance, allowing TSC office to get access to Lawson system so as to feed names of promoted teachers directly after approval by the TSC committee and to strengthen supervision at all levels of administration including the use of District Education School Quality Assurers’ (DESQA) office. Based on the findings, it was concluded that there is no significant relationship between promotion and teachers’ work performance. Nevertheless, promotion acts as a motivation to teachers, the government through the Ministry of Education, Science and Technology should direct more efforts in resolving issues related to promotion to restore harmony among teachers. Other studies can be carried out on the relationship between promotion and work performance among teachers particularly on the evaluation of learners and planning for teaching. In addition, similar study can be conducted in other districts or education levels to enable generalization of the findings.