Financial Incentives for Primary School Teachers Working in Difficult Conditions in Tanzania

The purpose of this study was to investigate the financial incentives relevant for primary school teachers working in difficult conditions. Specifically, the study sought to: First, examine the demographic characteristics of teachers working in difficult conditions. Secondly, investigate whether financial incentives are the sole solution to problems facing teachers in the areas; thirdly, assess if financial incentives could be used to attract and retain teachers in difficult conditions; and fourthly, determine the type of financial incentives that could be applicable to motivate teachers working in difficult conditions.The sample involved 86 respondents. The researcher employed the survey design; while both qualitative and quantitative approaches were used. Data were collected through questionnaires, interviews, documentary review, and focus group discussions. Qualitative data were analyzed through content analysis while quantitative data were coded, tallied and analysed through frequencies and percentages. The study findings revealed that first; schools located in difficult conditions were poorly-staffed. Secondly, the offering of incentives was a means of offsetting the generally high living costs in the areas and as an actual incentive. Thirdly, the most preferred financial incentives in difficult conditions were hardship, transport, and housing allowances. The study recommends that the government should enact a policy that would upgrade the status of schools located in difficult conditions, so that teaching in the schools becomes an added advantage for promotions and that teaching in the schools should be a mandatory assignment for all new teachers for a certain period