Browsing by Author "Samizi, Tatu"

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    Effects of teachers’ working conditions on teaching performance in Morogoro municipality
    (University of Dar es Salaam, 2015) Samizi, Tatu
    status of teachers’ working conditions in Morogoro Municipal public secondary schools. It probed how teacher-working conditions affect teaching performance, internal state (effectiveness) and strategies used to improve teacher-working conditions. Descriptive survey design and concurrent mixed methods approach were used. Five public secondary schools were surveyed, involving 153 respondents. Questionnaires, interviews, document review and observation were used as methods for data collection, while thematic analysis and SPSS program were used to analyze data. Excel was used to draw bar charts. The study revealed that the status of teacher-working conditions was acutely inadequate particularly on physical facilities and infrastructure, teaching and learning materials and remunerations. Teacher-working conditions affected teachers’ teaching performance negatively on numerous teacher practices. Regarding internal state, in particular effectiveness was negatively affected by inadequate physical facilities and infrastructure, teaching and learning materials and teacher remunerations. Strategies used to improve teacher working conditions involved dependency on capitation grants, school fees, parents’ contributions and development funds. It was found that these strategies were not sufficient as working conditions remained poorly low. Poor parents’ payments constituted major source of funds heavily depended upon in public secondary schools. It is concluded that inadequate teacher working conditions negatively affect teachers’ job performance and teachers’ internal state (effectiveness). The study recommends that parliament, MoEVT, and PMO-RALG work toward improving education budget, among others, directing adequate resources toward improving teacher-working conditions and creating other divergent sources of school funds apart from parents’ contributions, capitation and school development funds. Relying heavily on parents’ contributions and school fees risked quality, equity and equality of education since schools with students from low income families will have adverse teacher working conditions, hence poor teacher performance leading to poor quality of education. The study recommends for similar studies in more districts and regions in Tanzania, on other levels of education and on other teacher-working conditions which was not focused on this study, in order to improve teachers’ performance.