Effectiveness of teachers’ promotion criteria in enhancing work performance in Tanzania’s public primary schools

This study investigated the effectiveness of the teachers’ promotion criteria in enhancing work performance in Tanzania’s public primary schools. In particular, the study was aimed at exploring the criteria being used to promote teachers; determining the extent to which the existing promotion criteria enhances teachers’ work performance; and exploring other promotion criteria that would help to improve the teachers’ work performance. The study was informed by a case study design that employed multiple methods. It was conducted in Kinondoni Municipality in Dar es Salaam Region. The sample was composed of 107 respondents (80 teachers, 10 academic teachers, and 10 head teachers, two Ward Education Officers, two District School Inspectors, one District Teachers’ Service Department (TSD) secretary, one District Education Officer (academic), and one District Human Resource Manager (for teachers). Purposive sampling and purposive simple random sampling techniques were employed to get the study sample. Data were collected through interviews, focus group discussions, questionnaires, and documentary review. Qualitative data were analysed using descriptive display matrix and content analysis. Quantitative data on the other hand were analysed by frequencies and percentages using Statistical Package for Social Sciences (SPSS) software. The study established that the current promotion criteria for upgraded primary school teachers were based on entry point and seniority. For other public primary school teachers the criteria was based on seniority, climax (final) promotion grade and financial budget. However, the teachers were not always promoted on time and were generally dissatisfied with the promotion criteria. As the promotion criteria had nothing to do with improving teachers’ work performance, the teachers observed that promotion should be based on pupils performance, teachers knowledge, skills, and ability, teachers’ work performance and competence in teaching. Based on these findings, the study recommends that the district TSD officers should abide by the 1999 Public Service Management Policy and promote public primary school teachers on the basis of their performance rather than seniority. Also district TSD officers should make sure that the promotion criteria are clear to all the teachers, Ward Education Officers, District Education Officers, and to the District Human Resource Manager (for teachers). Moreover, there is a need to improve the teachers’ data base and preparation of teachers’ time-frame to guide them on deserving teachers for next promotion at the district level. The government should also locate enough money to effect timely promotion of teachers and employ enough district TSD officers to reduce their work load