The Influence of Teachers’ Motivation on the Provision of Quality Community Education in Tanzania: Practices and Prospects in Kibaha District.

Mtitu, A. E., Msaki, A

Abstract


This study aimed at investigating the influence of teachers’ motivation on the provision of quality community secondary education in Kibaha District in Tanzania. Specifically, it intended to explore stakeholders’ conception on teachers’ motivation, to determine how practices of teachers’ motivation affect the provision of quality education, and to find out the teachers’ motivational challenges which limit the provision of quality education as well as to determine ways to improve teachers’ motivation. The study   sample of 100 respondents selected purposely and randomly: There were 50 teachers, five school headmasters/mistress from five selected secondary schools, six TSD officers, one District Secondary Education Officer, one Ward Education Officer and eight education inspectors. The questionnaire, interview and documentation were used to collect information from the field. Quantitative data were analyzed and presented in, tables, figures and percentages. Qualitative data were analyzed and organized into themes. Results showed that teachers’ salary level are too low and do not satisfy their daily basic needs, they are not given allowances as required. In addition, they showed that their employers professionally develop a few number of teachers and the majority are not developed. The majority of teachers in community secondary schools are living in rented houses outside the school campuses due to shortage of school houses. This situation tires the teachers who come to school late due to the long walking distance from their homes. Further, the teaching and learning environment still too poor that de-motivate   teachers. Therefore, the researcher recommends that all stakeholders should participate fully in maintaining teaching and learning environments to be conducive for teachers and learners and to ensure  teachers are motivated  to provide quality community secondary education.


Full Text:

PDF

References


Adesina, S. (1982). Planning and educational development in Nigeria, second edition.

Ibadan: Board Publication Limited.

Ofojebe, W. N. (2010, April). Teachers’ Motivation and its Influence on Quality Assurance in the Nigerian Educational System. An International Multi-Disciplinary Journal, Ethiopia, Vol. 4 (2) (pp. 398-417).

Barrett, A. (2005). Teacher accountability in context: Tanzanian primary school teachers’ perceptions of local community and educational administration. Compare, 55, 43-61.

Bolman, L. G. & Deal, T. E. (1997). Reframing organizations: Artistry, choice and leadership. San Francisco, CA: Jossey-Bass Inc.,

Publishers.

Cooper, A. & Schindler, M. (2008). Perfect Sample Size in Research. New Jersey: Macmillan.

Edem, D.A. (1982). Introduction to educational administration. Ibadan: Spectrum Books Limited.

Herzberg, F. (1959). The Motivation to Work. 2nd Ed.

Herzberg, F. (1968). Work and the Nature of Man. Staples Press (GB).

Kothari, C. R. (1990). Research Methodology: Methods and Techniques. New Delhi.

Kothari, C.R. (2004). Research Methodology 2ndEd: New Age

International (P) Ltd.

Peretomode, V. F. (1991). Educational administration, applied concepts and theoretical perspectives for students and practitioners. Lagos:

JOJA Educational Research and Publishers Limited.

Pilot, A. (2007). The teacher as a crucial factor in curriculum innovation, the case of Utrecht University. Retrieved in

January 15, 2016, from www.diz.ethz.ch/veranstaltungen /freuhere_veranst

The United Republic of Tanzania. (2010). Public Service Pay and incentive Policy. UNICEF. (2000). Defining Quality in Education


Refbacks

  • There are currently no refbacks.