Non-monetary factors contributing to teachers’ mobility in private secondary schools in Dar es Salaam region

The study aimed at finding out non-monetary factors contributing to teachers’ mobility in private secondary schools in Dar es Salaam Region. The research assessed the extent to which working conditions generate greater or lesser degree of mobility. It attempted to find out administrative practices in schools that contribute to teachers’ mobility. Assessed the extent to which opportunities for personal teacher growth encourages or discourages teachers’ mobility and examined the influence of demographic characteristics that enhance teachers’ mobility. The objectives of this study were informed by theories of motivation coupled with context, inputs, process and products as conceptual framework. The sample size was 126 respondents who were16 head of schools and 110 teachers. The main data gathering instruments were interview schedules and documentary reviews administered to heads of schools. Structured questionnaires and focused group discussions were used for teachers. The obtained quantitative data were computed and converted into percentages. Pearson correlation coefficients were also used for data analysis. The findings revealed that there were unfavorable policies and schemes that contributed to teachers’ mobility. Priotised policies were those directly related to students rather than to teachers. Adequate provision of school resources varied depending the source of school funding. There was task oriented supervision, unfriendly relationships, lack of utilizing teachers’ profession competences, lack of recognition for good work done and lack of opportunities for personal teacher growth. Job prospects outside education system to young and university graduate teachers were identified to contribute to high rate of mobility.The study recommended that since school management were exercising unfavorable administrative treatment that contributed to teachers’ mobility the school employers are urged to create stable teaching staff by strengthening individual teacher growth, promoting positive relations with teachers and maintaining just and fairness in order to minimize the mobility among private secondary school teachers