Individual and Institutional factors affecting teachers’ motivation to perform their work in secondary schools in Hai district in Tanzania

This study examined individual and institutional factors affecting secondary school teachers’ motivation in Hai district in Tanzania. Specifically, the objectives of the study were to: (1) Identify individual factors that influence teacher motivation in secondary schools; (2) Identify the institutional factors that affect teacher motivation in secondary schools; (3) Examine the strategies used by secondary school leaders to motivate teachers. The study employed mixed research approach informed by case study design. The sample composed of 72 respondents 6 schools leaders and 66 teachers. The study employed purposive and stratified sampling techniques. Data were collected through interviews, questionnaires, observations and documentary review. Data were analysed quantitatively and qualitatively. Quantitative data collected through questionnaires were analysed with the help of the Scientific Package for Social Sciences (SPSS), Version 20, in which data were presented in the form of frequencies and percentages. The qualitative data obtained through interview, observation and documentary review were subjected to content analysis. The findings revealed that individual factors that influenced teachers motivation to work were job satisfaction, job security and interest in teaching. Other individual factors that influenced teachers’ motivation were personal factors, recognition and appreciation, and autonomy and responsibility. As regards institutional factors, the findings indicated that secondary school teachers were motivated by the availability of physical facilities and teaching and learning materials. Additionally, other institutional factors that motivated teachers to work were leadership style, organizational reward system, community perception and respect of the teaching profession, as well as availability of inservice programmes. The findings also indicated that the strategies that heads of schools used to motivate teachers included improving teachers’ renumeration, improving the teaching and learning environment, improving teachers’ living environment and involving teachers in decision making. Other strategies that heads of schools used to motivate teachers were solving teachers’ problem on time and having in service professional development programmes. It is recommended that the Government should increase budgetary allocation for teachers’ remuneration and for improving quality and physical infrastructures. It was further recommended that the school management committees should formulate and implement internal policies on motivation of teachers in order to improve teachers’ performance. It was further recommended that another study should be carried out with a wider focus in terms of area coverage and sample to facilitate better understanding of the issues that affect teachers’ motivation.