Effects of workplace conditions on primary school teachers’ job satisfaction in Tanzania

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Date
2013
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
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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Keywords
Primary school, Workplace conditions, Teachers’, Tanzania
Citation
Masanja, S (2013) Effects of workplace conditions on primary school teachers’ job satisfaction in Tanzania, Doctoral dissertation, University of Dar es Salaam.(Available at http://41.86.178.3/internetserver3.1.2/search.aspx?)
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