Teachers’ moonlighting and its impact on their job performance in Dar es Salaam region secondary schools

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University of Dar es salaam
The study sought to examine teachers’ moonlighting and its impact on their job performance in Dar es Salaam region, involving six secondary schools. The objectives of the study focused on assessing the nature and forms of moonlighting; examine the impact of teachers’ moonlighting on teachers’ job performance and the manner in which school management addressed teachers’ moonlighting. The conceptual framework that guided the study was an adapted version of Stufflebeam’s ‘CIPP’ model. This model was preferred in this study because its elements are interdependent and they interact with one another. The study utilized both qualitative and quantitative approaches whereby purposive and random sampling procedures were used to select a sample of 203 respondents involving head of schools, academic masters, subject teachers, students and zonal chief inspector of the schools. Data were collected through documentary review, interviews, focus group discussions and questionnaires and were analysed qualitatively and quantitatively. Qualitative data were subjected to content analysis, while quantitative data were extracted, classified and computed using Excel into frequencies and percentages, and presented in tables and charts.The findings of the study revealed that low salaries and the cost of living in the city were leading factors causing teachers to engage in moonlighting activities, including teaching tuition classes, part-time teaching and petty trade. It was also indicated that many teachers spent most of their formal working hours in secondary jobs other than their primary job. Consequently, the study found out that many teachers were ineffective in preparing schemes of work, lesson plans and assessment tools, and they also failed to cover the syllabus. Moreover, the findings of the study showed that once the participants began moonlighting, they were unable to quit the practice easily for financial reasons. Based on the research findings, the study concludes that moonlighting affects teachers’ professional growth, as it diverts teachers’ time and effort. Such behaviour affects teachers’ job performance and retards students’ academic progress significantly. The study recommends that the government and stakeholders of schools should provide necessary working and job conditions such as increasing teachers’ salaries and fringe benefits and enhancing teachers’ retention programmes so that teachers will be able to afford to stay in their chosen profession. The study recommends further research on a comparison of the academic performance of students taught by teachers who moonlight and the performance of students taught by teachers who do not, in order to compare the strengths and weaknesses of the strategies used by both for better control measures.
Available in print form
Teachers’ moonlighting and its impact, performance, Dar es Salaam region secondary schools
Augustino, P(2012),Teachers’ moonlighting and its impact on their job performance in Dar es Salaam region secondary schools , master dissertation, University of Dar es Salaam. Available at ()