Mkonongo, Paulina Kalindwana2019-04-222020-01-082019-04-222020-01-082004Mkonongo, P. K. (2004). Retention of graduate teachers in secondary schools in Tanzania. Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx)http://localhost:8080/xmlui/handle/123456789/3806The purpose of the study was to investigate factors for retention of teachers, particularly graduate teachers in secondary schools in Tanzania. The research focused on reasons for movement from public to private institutions, reasons for remaining in public secondary schools, the rate of retention of graduate teachers, the sufficiency of graduate teachers and types and adequacy of strategies taken by the government to retain graduate teachers. The research design was informed by theories of motivation as advanced by Herzberg and Vroom. Data were collected using an interview schedule administered to MoEC officials and heads of schools, questionnaires and focus group discussion to graduate teachers, and documentary review guide for official data. There were 155 respondents (2 MoEC officials, 24 heads of school, and 129 graduate teachers). Qualitative data were analysed using content analysis, and quantitative data were analysed by SPSS. The findings revealed that: First, graduate teachers moved from public to private schools largely due to inadequate compensations and some non-financial rewards. On the other hand, some graduate teachers remained in public secondary schools due to non-financial factors such as security of work. Second, public secondary schools had lower retention and more acute shortage of graduate teachers than private secondary schools. Third, "rural public secondary schools" had lower retention and shortage of graduate teachers than urban ones. Fourth, graduate teachers showed lower status than other graduates in the public service. Fifth, steps taken by the government to motivate and raise status of graduate teachers were inadequate. From the findings it was concluded that: the majority of graduate teachers remain in public secondary schools but are not satisfied. Government secondary schools experience low retention and high shortage of graduate teachers largely due to inadequate compensations and some other rewards. Low retention and high shortage of graduate teachers in rural schools was due to inadequate motivation for teachers in those schools. On the basis of the above findings and conclusions, it was recommended that: the government should: review promotion policies, salary incentives and fringe benefits package for graduate teachers; decentralize some services to teachers, officially raise the status of the teaching profession; introduce special motivation to teachers in rural schools, and set a long-term plan to improve working conditions in secondary schools. Furthermore, application of motivation theories should reflect context of the country in question. Lastly, further research should include: populations from Unguja and Pemba, as well as educational and non-educational institutions.enEducationSecondaryTeaching stisfactionMotivationThesis