Teachers’ grievances and their implication on work performance in public primary schools in Kinondoni municipality

dc.contributor.authorHaruni, Joyce
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Libraryen_US
dc.description.abstractThis study was conducted to examine teachers’ grievances and their implication on work performance in public primary schools. The study aimed to find out the existing teachers’ grievances, their causes and effects on teachers’ work performance. Also, the study explored the existing strategies and their effectiveness in managing teachers’ grievances. The study adopted qualitative research approach, coupled with a case study design. The study was conducted in Kinondoni Municipality. The population of the study consisted of Municipal Primary Educational Officer (MPEO), Municipal Teachers’ Service Commission (TSC) secretary, Tanzania Teachers’ Union (TTU) municipal secretary, Heads of Public Primary Schools (HPPSs) and Public Primary School Teachers (PPSTs). The sample of the study comprised 33 respondents selected through purposive and stratified sampling techniques. Data were collected using interview and documentary review methods, and analyzed inductively using thematic data analysis. The study findings revealed that teachers’ grievances in public primary schools were in form of the three categories. The first category was financial related grievances which comprised low salary, delayed promotions, unpaid salary arrears, unpaid annual leave allowances, lack of overtime and unpaid transfer allowances. The second category was management related grievances which comprised inadequate funding in schools, insufficient teaching and learning materials, undesirable and inadequate housing, lack of staff offices and lack of opportunity for career development and training. The third category was policy related grievances which comprised irregular change of curriculum and high teacher-student ratio. The findings showed that grievances were caused by the delayed and denied teachers’ rights, financial constraints, irresponsibility of managers and political pressure. Teachers’ grievances brought about negative impact on teaching and learning because they reduced teachers’ commitment, put stress on teachers and led to passive resistance. The consequence of the mentioned effects was ineffective teaching hence, pupils’ poor academic performance. It was further revealed that dominating and avoiding strategies were used by most of educational managers in managing teachers’ grievances in public primary schools. However, the applied strategies were found to be ineffective, that is why teachers’ grievances have been increasing from time to time. Based on the study findings, it is recommended that managers should deal with teachers’ complaints before they become grievances. It is also recommended that education managers especially head of schools should be trained on how to deploy proper strategies of managing teachers’ grievances. Additionally, the study recommends that the policy makers should prepare the guidelines which will ensure that teachers’ rights are considered to avoid the occurrence of grievances. Lastly, it is recommended that the current study can be extended by investigating how teachers’ grievances affect students’ academic performance.en_US
dc.identifier.citationHaruni, J (2018) Teachers’ grievances and their implication on work performance in public primary schools in Kinondoni municipality.Master dissertation, University of Dar es Salaam, Dar es Salaam.en_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectTeachers’ grievancesen_US
dc.subjectPublic primary schoolsen_US
dc.subjectKinondoni municipalityen_US
dc.titleTeachers’ grievances and their implication on work performance in public primary schools in Kinondoni municipalityen_US