Determinants of teacher motivation in Tanzania primary schools: the case of Kilolo district and Iringa urban in Iringa Region
| dc.contributor.author | Magava, Oscar Joel Magopa | |
| dc.date.accessioned | 2020-05-15T14:06:47Z | |
| dc.date.available | 2020-05-15T14:06:47Z | |
| dc.date.issued | 2009 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class Mark (THS EAF LB1065.T34M33) | en_US |
| dc.description.abstract | This study aimed at critically examining determinants of teacher motivation in primary schools (PSs) in Kilolo and Iringa urban districts. Three research tasks informed the study first, to examine the current status of teachers working and living environment in PSs. Secondly, to identify the determinants of teacher motivation in PSs. Thirdly to explore pertinent intervention taken by education stakeholders to improve the living and working environment of teachers is PSs. Data relevant to the foregoing tasks were collected from respondents of both the districts including eight PSs. The study sample comprised of sixty one respondents. They included district chief school inspectors, district education officers, teacher’s service department secretaries, teacher union secretaries, ward education coordinators, heads of schools in services, and retired teachers. Data collection methods included interviews, document search and observation. All data wee coded manually. Quantitative data were analyzed manually while qualitative data were subjected to thematic analysis. Research findings revealed that: first, teachers in PSs were motivated beast of school location and nature of ownership. Secondary, it was also disclosed that there was no single motivational factor which was complete by itself to effectively motivate all teachers in PSs. Each motivational factor was contextually unique. Hence; there was no one fixed and definitive factors. Thirdly research findings underscored that determinants of teacher motivation in PSs were rooted mainly from economic, educational, social, legal and psychological dimension. Finally, the nature of school environment had a more significant impact to teacher motivation. The study recommended that education stakeholders, government included, should cooperate to improve the living and working environment in PSs. Periphery PSs need special consideration on the same. Remuneration other privileges that teachers are entitled to should be timely provided and should cope with cost of living. | en_US |
| dc.identifier.citation | Magava, O. J. M (2009) Determinants of teacher motivation in Tanzania primary schools: the case of Kilolo district and Iringa urban in Iringa Region, Master dissertation, University of Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/11106 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Motivation | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Primary schools | en_US |
| dc.title | Determinants of teacher motivation in Tanzania primary schools: the case of Kilolo district and Iringa urban in Iringa Region | en_US |
| dc.type | Thesis | en_US |