The influence of incentives on public secondary school teachers’ retention in kinondoni municipality, Tanzania

This study investigated the influence of incentives on public secondary school’ teachers’ retention in Kinondoni municipality. Specifically, the study identified the types of incentive provided to teachers in public secondary school in Kinondoni district, the importance of incentives to teachers’ retention and find out teachers’ views on how to improve their retention in public secondary school in Kinondoni district. The study used qualitative research approach; case study design was employed whereby 59 respondents including district secondary education officer, teachers’ service commission secretary, teachers’ trade union secretary, heads of secondary schools and teachers were sampled though purposive and stratified sampling techniques. Data were collected through interview; observation and focus group discussion then, were analyzed using the model of qualitative data analysis. Findings from the study revealed that, teachers’ retention is a result of provision of incentives. Meanwhile, recognition, appreciation, participation in decision-making, attendance in seminars and granted opportunities for professional studies stimulate teachers’ retention, while the absence of those factors lead to the termination and turnover. Other ways listed that can enhance teachers’ retention were; payment of teachers’ arrears on time, improving working environment payment of allowances and involvement in decision-making. The study concludes that incentives have significant impact and are useful as they make teachers to work willingly, effectively, efficiently, and feel respected. Also incentives provide long-term stability of teachers as well as sustainable motivation leading to higher performance levels and retention. The study recommends that; heads of secondary schools should enhance effective communication by ensuring all teachers are well informed in all matters related to them as could assist to create an encouraging sensitive climate that will lead to teachers’ retention. In addition to that, there is a need for a continuation of the same study to be done with a large sample including all public schools in Tanzania, as an existing study cannot be conclusive. Finally, the study recommends that, the same study should be undertaken using different methodologies and different research tools in order to have further reliable findings that can be generalized in Tanzania.