Martin, Gabriel Mahenga2021-10-052021-10-052018Martin, G. M.(2018) The role of school management in improving government secondary school teachers’ motivation in Babati town, Tanzania. Masters dissertation, University of Dar es Salaam, Dar es Salaam.http://41.86.178.5:8080/xmlui/handle/123456789/15771Available in print form, Eat Africana Collection, Dr. Wilbert Chagula Library,(THS EAF LB2806.4.T34M33)This study investigated the role of school management in improving teachers’ motivation in government secondary schools with in Babati Town Council. The specific objective were to: identify managerial skills of heads of schools (HoS) that are useful to motivate secondary school teachers; identify managerial strategies used by heads of school to motivate secondary school teachers; and explore school management cultures that can improve teachers’ motivation in government secondary schools. The study involved 137 participants out of whom eight were HoS, 8 Ward Education Coordinators (WECS), 120 classroom teachers, and one Town Secondary Education Officer (TSEO). Purposive sampling was used to get HoS, WECs, and the TSEO. On the other hand, simple random sampling was used to get subject teachers. Data were collected through questionnaires, interviews, focus group discussions, and documentary review. Data analysis involved both quantitative and qualitative techniques. Quantitative data were analysed with the help of SPSS version 20 using descriptive statistical technique, giving frequencies, percentages and means while the qualitative data were arranged in the emerged categories and were found to possess minimal management skills of motivating teachers in their schools which do not satisfy higher-level needs of teachers. The school heads were found to rely on various strategies of improving teachers’ motivation, but the majority (75%) relied up on provision of tea, lunch, social recreation, provision of teaching and learning materials, common sharing of experiences, insuring students’ discipline and proposing teachers for special tasks. The findings further indicated the managerial transparency, harmonious interpersonal relationships, school heads’ accountability, regular conduct of staff meetings of schools and other authorities. Based on the research findings, the study concludes the HoS possessed some managerial skills that were useful to motivate secondary school teachers. However, they require appropriate management skills to achieve this goal because teachers’ motivation is psychological and dynamic. Heads of schools did not use a single strategy to improve teachers’ motivation but rather strategies were used. Also a number of school cultural variables such as accountability and transparency were found important for improving teachers’ motivation in government secondary schools. In response to this research work, another large scale study may be conducted to examine the impact of motivated teachers on students’ academic performance in Tanzania government secondary schools. It is further recommended that another study may be done to investigate how each aspect of school culture identified above may affect Tanzanian government secondary school teachers’ motivation in schools.enSchool management and organizationEmployee motivationTeachersSecondary schoolTanzaniaThesis