Job dissatisfaction among female teachers in public primary schools in Moshi rural district, Tanzania

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dc.contributor.authorGudu, Mariam Stanley
dc.date.accessioned2019-11-07T12:46:38Z
dc.date.accessioned2020-01-08T09:13:50Z
dc.date.available2019-11-07T12:46:38Z
dc.date.available2020-01-08T09:13:50Z
dc.date.issued2018
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF HF5549.5.J63T34G82)en_US
dc.description.abstractThis study investigated job dissatisfaction among female teachers in public primary schools in Moshi rural district, Tanzania. The specific objectives of this study were to: Explore the perceptions of female primary school teachers on job satisfaction; Examine factors contributing to job dissatisfaction among female primary school teachers in Moshi rural district and establish strategies for improving job satisfaction among female primary school teachers in Moshi rural district. The study used qualitative research approach with case study design. Data collection methods involved were semi-structured interview, focus group discussion and documentary review. In this study, fifty-five (55) respondents participated namely: fifty (50) female primary school teachers, four head teachers and one district education officer (DEO). Qualitative data were analysed through thematic analysis technique, which involved categorising information in meaningful themes, correcting errors and coding data. The main findings of the study revealed that majority of female primary school teachers in Moshi rural district perceived job satisfaction differently, amongst the perceptions include: obtaining better monthly salary, having favourable school physical environments, having a favourable social environments, obtaining a job which match with the academic qualification, having a permanent job and having good prospects of the career. It was further found that factors contributing to job dissatisfaction among female teachers in Moshi rural district includes: the remoteness location of many primary schools, poor physical infrastructures, shortage of teaching and learning materials, poor social services such as food services, health and transport, teachers workloads, overcrowded classes, poor employer’s support for teachers’ welfare and poor relationships between female teachers and their co-workers. Moreover, the study revealed that strategies suggested by respondents in order to improve female teachers’ job satisfaction in Moshi rural district includes: improving salaries for female teachers, improving working conditions, providing opportunities for professional development and improving social conditions in primary schools. Therefore, the study calls for deliberate efforts by the government to redress the situation.en_US
dc.identifier.citationGudu, M.S (2018) Job dissatisfaction among female teachers in public primary schools in Moshi rural district, Tanzania.Master dissertation, University of Dar es Salaam, Dar es Salaamen_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4214
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectJob satisfactionen_US
dc.subjectTeachersen_US
dc.subjectWomen educationen_US
dc.subjectPrimary schoolsen_US
dc.subjectMoshi Rural Districten_US
dc.subjectTanzaniaen_US
dc.titleJob dissatisfaction among female teachers in public primary schools in Moshi rural district, Tanzaniaen_US
dc.typeThesisen_US

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