Primary school teachers' perceptions towards teaching profession in Moshi, Tanzania

This study investigates the primary school teachers’ perceptions towards the teaching profession in Tanzania. Specifically, it aimed to examine primary school teachers’ perceptions towards the teaching profession, identifies factors that might lead into those perceptions, and examines the likely effects of teachers’ perceptions on their work performance. The study employed a mixed method approach by using descriptive case study design in which the sample composed of 52 respondents including 42 primary school teachers, 7 head of schools, 2 ward educational officers and 1 district educational officer. Data for this study were collected through interviews, questionnaires, and observation method. Simple random, stratified, and purposive sampling techniques were used to obtain the participants, and the collected data were analyzed using qualitative and quantitative approach. Qualitative data were analyzed by using content analysis and quantitative data were analyzed by using Statistical Package of Social Science (SPSS) version 18.0 to generate descriptive statistics. The findings revealed that many teachers had negative perceptions towards teaching profession. The majority of them (57%) seemed to be in the teaching profession because of their poor performance and failure to get good job elsewhere. The study revealed further that, factors leading to negative perceptions towards the teaching profession included, poor working and living conditions, unattractive remuneration, and inadequate resources. Finally, the study revealed also that, teachers' negative perceptions toward the teaching profession had some effect on the teachers' morale. This in turn led to problems such as ineffective teaching, failure to cover the syllabus, lack of commitment, persistent absenteeism and poor student performance. It was concluded that, if teachers' negative perceptions are left without being overcome by improving teachers’ working conditions and incentives, education quality in primary schools will continue to deteriorate. The study recommends that in order to boost teachers morale, the government should set out short, medium and long-term strategiesjpr improving teachers* incentives, including pay teachers’ extra-duty allowances and improving living and working environment. Also special incentives scheme should be provided to teachers working in hardship posts particularly in rural areas.