Browsing by Author "Masanja, Siston"

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    Effects of workplace conditions on primary school teachers’ job satisfaction in Tanzania
    (University of Dar es Salaam, 2013) Masanja, Siston
    This study investigates the effects of workplace conditions on primary school teachers’ job satisfaction in Tanzania. The significance of studying the effects of workplace conditions on teachers’ job satisfaction is that few comprehensive studies have been undertaken where specific workplace conditions, such as administrative support and leadership, teacher cooperation, teacher competence and parental support, have been examined and related to primary school teachers’ job satisfaction. The predictor-outcome model guided the study, in which workplace conditions were treated as predictor variables and job satisfaction as an outcome variable. Data were collected through a questionnaire involving 1,021 teachers from four regions of Tanzania. The findings show that the teachers had positive views regarding administrative support and leadership, teacher cooperation and teacher competence, but felt less satisfied with the parental support. The findings also indicate that the teachers were satisfied with their job except for their lack of promotion opportunities. The findings indicate further that the workplace conditions affected teachers’ job satisfaction positively and significantly. On the basis of these findings, it is recommended that workplace conditions should be improved in order to raise the satisfaction level of teachers with their job and subsequently the level of pupils’ academic performance and quality of education. Suggestions for further studies are also provided.
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    Perceptions of educators and students on the nature and functioning of secondary school boards inTanzania.
    (University of Dar es Salaam, 2003) Masanja, Siston
    The study concerned with how educators and students perceive on the nature and functioning of secondary school boards focusing on their performance. Educators and students were requested to give their perceptions of the performance of secondary school boards in school management. The goal approach to effectiveness and performance guided the study in which major functions of the school boards were used as indicators of goal attainment. Various sources of literature were reviewed to get what others say about the related problem. This research was conducted in Mbeya region comprising a sample of ninety-one respondents from eight secondary schools. Data were collected through questionnaires and interviews, the instruments that seem to be very strong in relation to the study. The findings revealed that composition of school boards is quite well. Although the school boards have their potentials in school organization, their performance in advising the school heads in day-to-day running of schools and the commissioner on education policies is very low. Concerning school development planning, the conclusion is that school boards performance is high although their involvement in identification of school needs and priorities is minimal. Whereas findings showed that school boards are involved at very minimal level in soliciting contributions and donations to finance the schools, they indicated that school boards are not engaged in initiating income generating projects for the welfare of schools, it was concluded that school boards performance in financing schools is very minimal. In relation to performance of school boards in promoting discipline in schools, the findings revealed that school boards are very active in promoting discipline in secondary schools. With regard to the findings, it is recommended that board members should be given orientations on their functions and supplied with important documents to guide them.