v

TABLE OF CONTENTS

CERTIFICATION.............................................................................................................ii

DECLARATION AND COPYRIGHT...........................................................................iii

DEDICATION...................................................................................................................iv

ACKNOWLEDGEMENT.................................................................................................v

ABSTRACT.......................................................................................................................vi

ABBREVIATIONS/ACRONYMS.................................................................................xii

LIST OF TABLES..............................................................................................................x

LIST OF FIGURES..........................................................................................................xi

LIST OF APPENDICES..................................................................................................xii

CHAPTER ONE: INTRODUCTION..............................................................................1

1.0 Introduction....................................................................................................................1

1.1 Background to the Study................................................................................................1

1.2 Statement of the Problem...............................................................................................6

1.3 Purpose of the Study......................................................................................................7

1.4 Research Objectives.......................................................................................................7

1.5 Research Questions........................................................................................................7

1.6 Significance of the Study...............................................................................................8

1.8 Limitations of the Study.................................................................................................8

 vi

1.9 Conceptual Framework..................................................................................................9

1.10 Definition of key Terms.............................................................................................10

CHAPTER TWO: LITERATURE REVIEW...............................................................11

2.1 Introduction..................................................................................................................11

2.2 Theoretical Framework................................................................................................11

2.2.1 Content Theories of Motivation................................................................................12

2.2. 2 Process Theories of Motivation...............................................................................17

2.3 Factors Associated with Job Satisfaction.....................................................................20

2.3.1 Remuneration and Job Satisfaction Factors/Dimensions..........................................20

2.4 Factors Associated with Teachers’ Job Dissatisfaction................................................25

2.5 Impact of Teachers’ Job Satisfaction............................................................................26

2.6 The Knowledge Gap....................................................................................................27

CHAPTER THREE: RESEARCH METHODOLOGY..............................................29

3.0 Introduction..................................................................................................................29

3.1 The Study Area............................................................................................................29

3.2 Research Design...........................................................................................................29

3.3 Targeted Population.....................................................................................................30

3.4 Sample Size..................................................................................................................30

3.5 Sampling Procedures...................................................................................................31

 vii

3.5.1 Simple Random Sampling........................................................................................31

3.5.2 Purposive Sampling Strategy....................................................................................32

3.6 Data Collection Methods.............................................................................................32

3.6.1 Questionnaires...........................................................................................................33

3.6.2 Unstructured Interview.............................................................................................33

3.6.3 Documentary Review................................................................................................34

3.7 Validity and Reliability Issues.....................................................................................34

3.8 Data Recording and Analysis.....................................................................................35

3.9 Ethical Considerations.................................................................................................35

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION......36

4.0 Introduction..................................................................................................................36

4.1 The Effects of Teachers’ Low Remuneration to Learning Process..............................36

4.1.1 Teachers Salary.........................................................................................................37

4.1.2 Teachers allowances..................................................................................................39

4.1.3 Teachers promotion...................................................................................................39

4.2 Job Satisfaction among Public Secondary School Teachers........................................40

4.2.1 Teachers’ houses........................................................................................................41

4.2.2 Teaching and Learning Environment........................................................................42

4.2.3 In-service Training Opportunities.............................................................................43

 viii

4.3 Extra Income to Supplement Teachers’ Salaries..........................................................43

4.3.1 Teacher’s engagement in extra activities..................................................................44

4.4 Discussion of Data Findings........................................................................................46

4.4.1 Research Question One: Does Teachers’ Low Remuneration Affect their Teaching

Performance in Public Secondary Schools Particularly in Tabora Municipality?...46

4.4.1.1 Teachers Salary......................................................................................................46

4.4.1.2 Teachers’ Allowances.............................................................................................49

4.4.1.3 Teachers’ promotion...............................................................................................51

4.4.2 Research Question Two: To what extent are public secondary school teachers

satisfied with their work in Tabora Municipality?..................................................52

4.4.2.1 Teachers House......................................................................................................52

4.4.2.2 In-service Training.................................................................................................54

4.4.3 Research Question Three: What are the ways teachers apply to earn extra income to

supplement their salaries and how does that affects teaching and learning in

schools?...................................................................................................................55

These research findings are discussed under one sub heading that is teachers’ engagement

in extra activities.....................................................................................................55

4.4.3.1Teacher’s engagement in extra activities................................................................55

CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS...........................58

5.1 Introduction..................................................................................................................58
 ix

5.2 Conclusions..................................................................................................................58

5.3 Recommendations........................................................................................................61

5.4 Recommendation for Further Study.............................................................................63

REFERENCES.................................................................................................................64

APPENDICES...................................................................................................................72
 x

ABBREVIATIONS/ACRONYMS

AMUCTA : Archbishop Mihayo University College of Tabora

ERG : Existence, Relatedness and Growth Theory

MEMP : Master of Educational Management and Planning

MEO : Municipal education Officer

MOEVT : Ministry of Education and Vocational Training

NHIF : National Health Insurance Fund

OB : Organisational Behaviour

RAS : Regional Administrative Secretary

SPSS : Statistical Package for Social Science

TSD : Teachers Service Department

TTU : Teachers Trade Union

URT : United Republic of Tanzania

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LIST OF TABLES

Table 2.1: Description of Maslow’s human needs …………………………..…………..12

Table 2.2: Maslow’s Need Hierarchy ……………………….………..…….…………...14

Table 2.3: Facets of Job Satisfaction ……………………………………………………25

Table 3.1: Summary of the Sample size of the Study …………………………………...32

Table 4.1: Number of Teachers’ Houses ………………………………………………..37

Table 4.2: Entrance Salary for Diploma and Degree holders and Deductions

descriptions...................................................................................................38

Table 4.3: Job Satisfaction among Public Secondary School Teachers in Tabora

Municipality. ……………………………………………………………….40

Table 4.4: Number of teachers’ houses ………………………………………………….41

Table 4.5: Number of teachers …………………………………………………………..43

Table 4.6: Extra Income to supplement teachers’ salaries ………………………………44

 xi

LIST OF FIGURES

Figure 1.1: Conceptual framework ……………………………………………………….9

Figure 2.1: Application of Maslow’s Theory in Organizations …………………………16

 xii

LIST OF APPENDICES

Appendix I: Questionnaire for Secondary School Teachers in Tabora Municipality........72

Appendix II: Unstructured Interview Guide for Educational Officer in Tabora

Municipality (DEO)......................................................................................75

Appendix III: Unstructured Interview Guide for Heads of Schools in Tabora Municipality

……………………………………………………………………………………………76

Appendix IV: Unstructured Interview Guide for Secretary of Teachers’ Service

Department in Tabora Municipality..............................................................77

Appendix V: Unstructured Interview Guide for the Secretary for Teachers Trade Union in

Tabora Municipality......................................................................................78

Appendix VI: Permission Latter from AMUCTA..............................................................79

Appendix VII: Permission Letter from RAS.....................................................................80

Appendix VIII: Permission letter from MEO....................................................................81

 1

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter presents background to the study, statement of the problem, research

objectives, research questions, significance of the study, delimitation of the study, and

conceptual framework.

1.1 Background to the Study

Remuneration and job satisfaction is common phenomenon in management of human

resources within social organizations and educational institutions. Several studies

(Bakahwemama, 2010:93; Komba, 2008:68; Papanastasious, 2006:245; Rust and Dalin,

1990:151) have been conducted to explore the influence of remuneration to job

satisfaction of teachers. These studies indicate that good remuneration increases teachers’

morale and motivation to higher job performance as a result of satisfaction. In contrast,

low remuneration lowers teachers’ morale, and decreases job performance as a result of

dissatisfaction.

Davison (2005:207) notes that quality education is largely related to teachers’

remuneration and job satisfaction. This implies that teachers’ remuneration and job

satisfaction is a pivotal aspect for a country like Tanzania in the attempt to increase the

morale and motivation for teachers. This is because teachers are the key source of

knowledge, skills, wisdom, appropriate orientations, inspiration and models for the

students, hence teachers are very important in the teaching and learning process.
 2

Despite such value and importance of teachers in achieving quality education, teachers

are paid low salary (John, 2010:239). According to the report of the study carried out by

the Education International in six African countries, in the 2005 - 2006 fiscal years the

Tanzanian public secondary school teachers were lowly paid compared to teachers in

other East African countries, (Sanyolo, 2007:103). Davidson (2005:207) noted that

teachers’ payments are insufficient to meet their basic needs. In the same vein, Rust and

Dalin (1990:308) underscore that teachers are paid very low salaries compared to the cost

of living. They further argue that this low payment cannot meet their basic expenditures.

Low salary demorolises teachers in working efficiently. This is affirmed by

Bakahwemama (2010:218) who asserts that, “we teachers are demoralized to work

effectively due to low salaries and poor treatment we are getting from the government”.

This tendency of paying low salaries affects teachers’ concentration on their teaching

professional duties, as some of them cannot settle and prepare teaching aids and lessons

to teach in the class hence affects students’ learning.

Currently the entry salary for a diploma teacher is Tsh 432000/=, while entry the salary

for degree teachers is Tsh 589000/= (URT. 2013:109). The little basic salary is subjected

to deductions like income tax which is equivalent to 13% of basic salary, health insurance

which is 3% of the basic salary. Furthermore, teachers have to pay for Teachers’ Trade

Union (TTU) and security funds (PSPS, LAPF or PPF). At the end of the day, a teacher’s
 3

take home is very minimal. This demotivates teachers from working hard and as a result

they spend a lot of time doing activities out of their teaching profession and in a long run

impair students’ learning.

Temu (1995:12) underscored that teachers’ low salaries force them to do small businesses

in the school compounds in order to supplement their income. Businesses such as

cooking buns, and preparing groundnuts and selling them to students and staff during tea

time. The engagement of teachers in such activities in order to supplement their salaries

has adverse impact on students’ academic performance as it affects the teachers’ quality

of instruction.

Not only are teachers paid low salaries which are subjected to many deductions but also

the salaries are paid very late (Komba, 2006:39). Since payments are delayed, teachers

are forced to borrow some money to cater for their daily requirements. Experience shows

that teachers, particularly in Tabora Municipality, take loans from business men on a

promise to pay back after getting paid their salaries. Such loans require them to pay

higher interests and for that matter teachers’ salaries continue to be helpless. This delay of

paying teachers discourages them from working effectively. This situation forces teachers

to teach very harshly, shallowly, and unwillingly which in the long run directly affects

students’ learning.
 4

Moreover, Rajani (2003) and HakiElimu (2003) noted that majority of teachers are not

happy with their working and living conditions as well as their status in the community.

They are not happy because their living and working conditions are very poor. This is

supported by several researchers (Komba, 2006:309; Rajan, 2009:208; Shann, 2001:147;

and Sumra, 2005:109) who argue that majority of teachers in developing countries

including Tanzania, have poor living conditions due to low salary.

Despite the fact that teachers’ houses have recently been constructed in some schools,

teachers living in such school houses are very few because the constructed houses do not

meet the large number of teachers who are employed every year. Sumra (2005:21)

pointed out that some of the teachers are still staying away from school in rented houses

due to insufficient teachers’ houses. The rented houses are expensive for teachers and also

affect their attendance at school. Data indicate that the total number of teachers for

example in Tabora Municipality is 676, but only 43 teachers an equivalent of 16% live in

school houses, and the rest 633 teachers an equivalent of 84% are still staying away from

school in rented houses, (URT,2013:309). Since teachers have to pay house rent from

their low salaries, they are not happy with their working conditions because they think

that the government has left them without listening to their cries about building teachers’

houses so as to reduce the cost of paying house rent from their low salaries.

Teachers have been complaining on unfair promotion and favouritism from the education

officials (Sumra & Rajani, 2006:108). There has been favouritism in selecting who to
 5

supervise regional, zonal and national exams, marking exams, attending in-service

training as well as promotion. From this point of view, teachers have been complaining a

lot about the criteria used in selecting teachers in attending special duties. For instance in

Tabora Municipality there are complaints that heads of schools do appoint teachers who

are loyal to them even if they are not competent enough to handle the duties. This is

unethical practice which demoralizes teachers’ (Sumra, 2005:23).

On the other hand, there is a delay in changing teachers’ salary scales after they have

been promoted (Sumra, 2005:23). According to URT (2014), Tabora Municipality

secondary school teachers whose salary scales were supposed to change in the financial

year 2013/2014 from Tanzania Government Teachers Scale (TGTS) of D1 to E1 were 79

but only13 teachers’ salary scales were changed, the rest 66 were not changed. As a

result, some teachers get discouraged because of staying for a long time in one scale. This

is supported by (Zombe, 2010: 17) who argues that sometimes when the promotion is

done, changes in salary are delayed for a long period of time. Under this situation of

unfair promotion and favouritism from the educational officials, teachers’ morale is

lowered and negatively affects their performance.

Teachers’ commitment and effectiveness solely depend on remuneration, morale and job

satisfaction (Shann, 2001:147). This implies that teachers’ remuneration and job

satisfaction are important phenomena for all organizations including schools in any

country. Wiles (1951:39) noted that poor teacher’s remuneration and low teacher job
 6

satisfaction can have a lot influence on teachers’ absenteeism, lateness and lack of

commitment to their work. Bennell & Akyeampong, (2007:137) underscored that

teachers’ satisfaction is not only important to teachers themselves as civil servants,

educational managers and leaders and employers but also to students in all levels of

education.

A teacher’s satisfaction is a predictor of teacher retention, determinant of teacher

commitment, and a contributor to school effectiveness (Shann, 2001:67). If a teacher is

satisfied with promotion at the right time, enough salary, paid their salaries to right time,

enough and well built houses for their accommodation, the job outcome will improve

students’ performance. Therefore, this study focused on analyzing teachers’ remuneration

and how it affects job satisfaction in public secondary schools in Tabora Municipality.

1.2 Statement of the Problem

Remuneration and job satisfaction plays a vital role for any organization to achieve its

goals and because it increases employees’ commitment and morale. Despite the efforts

made by the government of Tanzania in connection with teachers’ remuneration, there are

still many problems which demoralise teachers. mission, Such problems include

insufficient houses, unfair promotion, favouritism from the education officials, low

salaries, and delay of their payment, which collectively lead to teachers’ job

dissatisfaction. If this problem left to continue teachers would be discouraged and the

government programmes would be affected.

 7

Various studies (Bakahwemama, 2010:93; Komba, 2008:68; Papanastasious, 2006:245;

Rust and Dalin, 1990:151) have been conducted investigating on teachers’ job

satisfaction in general. Despite the scholar the scholar efforts made, there has been

limited studies which have direct connection between remuneration and job satisfaction

in Tanzania and Tabora Municipality in particular. Therefore this study aimed at

examining the relationship between remuneration and job satisfaction in Tabora

Municipality.

1.3 Purpose of the Study

The purpose of this study was to explore the relationship between remuneration and job

satisfaction among public secondary school teachers in Tabora Municipality

1.4 Research Objectives

The study intended to achieve the following objectives:

i. Examine how teachers’ low remuneration affects their teaching performance in public

secondary schools particularly in Tabora Municipality.

ii. Examine the extent of job satisfaction among public secondary school teachers in

Tabora Municipality.

iii. Examine ways teachers use to earn extra income to supplement their salaries and how

that affects teaching and learning in schools.

 8

1.5 Research Questions

i. Does teachers’ low remuneration affect their teaching performance in public

secondary schools in Tabora Municipality?

ii. To what extent are public secondary school teachers satisfied with their work in

Tabora Municipality?
iii. What are ways teachers use to earn extra income to supplement their salaries and

how does that affect teaching and learning in schools?

1.6 Significance of the Study

The findings of this study contributed to knowledge and information to policy makers,

educational planners and supervisors of education in all levels on how to remunerate

teachers which in turn increase their effectiveness and efficiency in quality education

delivery.

The study will also be important to the Ministry of Education and Vocational Training, as

it will inform the officials to review the salary scales for teachers so as to satisfy them

and increase their morale for teaching. Moreover, this study is important to who wishes to

deepen their knowledge on teachers’ remuneration in relation to job satisfaction.

1.7 Study Delimitation

The study will focus on remuneration for teachers and job satisfaction among secondary

schools teachers in Tabora Municipality.

 9

1.8 Limitations of the Study

The completion of this research was not a smooth exercise: the researcher faced several

limitations such as scarce funds for travelling, typing and copying research report,

communication and meals during research progress. The time allocated for the study was

too short, in this case, it was difficult for the researcher to visit all public secondary

schools in Tabora Municipality to conduct the research. Most of the information was

gathered in selected secondary schools easily accessible.

1.9 Conceptual Framework

The conceptual framework in this study helped to show the relationship between

variables. It consists of work dimensions like payment, promotion, working conditions,

supervision, co-worker and works itself in relation to job satisfaction.

Figure 1.1: Conceptual framework

WORK DIMENSIONS

Pay JOB SATISFACTION

Promotion
, Working
Conditions
Overall Job Satisfaction
Supervision
Co-workers
Work Itself

Independent Variables Dependent Variable

Source: Based on Hertzberg’s (1966) two factor theory.

 10

From the conceptual framework above, high teachers’ job satisfaction can be influenced

by good payment, promotion of teachers at the right time, attractive working conditions,

good supervision, and cooperation of workers themselves. Education administrators must

be effective in providing teaching and learning environment is attractive. No one wants to

serve in a school where the environment for teaching and learning is not attractive.

1.10 Definition of key Terms

Dissatisfaction is the act of not dissatisfying or state of being not dissatisfied.

Motivation refers to some kind of internal or external drive which pushes someone to do

things in order to achieve something.

Remuneration in this study is used to mean a total compensation that an employee

receives in exchange for service he / she performs for the employer. It consists of

monetary reward.

Satisfaction in this study refers to the act of satisfying or state of being satisfied. It is the

fulfillment of a desire. Organization is the act of organizing or the state of being

organized, or is a body of administrative officials, as of a government department.

 11

“intrinsic and extrinsic rewards”. Intrinsic rewards include such issues as: professional

development, nature of work itself and sense of achievement, while the extrinsic ones

include pay and job security (Latham, 1998). This implies that in studying employees’

job satisfaction one has to incorporate these aspects.

However, Roethlisberger in his article published in Classics of Organization Theory Sixth

Edition (Shafritz et al. 2005) argues that salary is the main demand which a worker is

making of his employer and that what an employee wants is simply to be assigned work

that he or she is findings are contrary to Herzberg’s Two Factor Theory which

differentiates “satisfiers” from “dissatisfiers”. This implies that both “hygiene” and

“motivators” influence job satisfaction among employees. Other researchers also argue

that teachers in the United Kingdom and Australia derive their job satisfaction from

aspects such as: “student achievement, helping students to modify

 12

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter presents a theoretical knowledge of the phenomenon on teachers’

remuneration and job satisfaction. The chapter is organized in two main sections. The

first section presents the theoretical framework of the study and it covers theories of

motivation and job satisfaction. The second section reviews the related literature on the

phenomenon of teachers’ remuneration and job satisfaction.

2.2 Theoretical Framework

The phenomenon of job satisfaction is closely related to motivation (Mbua, 2003). This

implies that the theories of motivation are also regarded as theories of job satisfaction.

There are many theories of motivation and job satisfaction and those theories are

categorized into two, the content and the process theories. The content theories discussed

in this section include: (1) Maslow’s need theory, (2) Herzberg’s Two Factor Theory, (3)

McClelland’s Need Achievement Theory, and (4) Aldefer’s The Existence, Relatedness

and Growth (hereafter, ERG) Theory. The process theories we consider include the

following: (1) Expectancy Theory, (2) Equity Theory, and (3) Locke’s Value Theory

(Mbua, 2003; Robbins & Judge, 2008; Greenberg & Baron, 1995; Chelladurai, 1999;

Lunenburg & Ornstein, 2004; Shafritz, et al., 2005; and D’Souza, 1989).
 13

2.2.1 Content Theories of Motivation

According to Mbua (2003, 310), content theories “focus on factors within the person that

start, energize, direct, maintain and stop the behaviour”. Firstly, Abraham Maslow

propounded the theory of motivation and job satisfaction over sixty years ago. In his

theory, Maslow claims that human beings have desires, wants and needs and those human

needs are arranged in a hierarchy beginning with the most basic to the highest and these

are: (1) physiological needs, (2) safety or security needs, (3) social and belonging or

affiliation needs, (4) Self esteem, ego or status needs and (5) the need for self

actualisation (Maslow, 1987, D’Souza, 1989 and Mbua, 2003). Robbins and Judge (2008)

provide a thorough description of each of Maslow’s human needs (See Table 2.1).

Table 2.1: Description of Maslow’s human needs

Human needs Description

Physiological Includes hunger, thirst, shelter, sex, and other bodily needs.
Safety Includes security and protection from physical and emotional harm.
Social Includes affection, belongingness, acceptance, and friendship.
Esteem Includes internal factors, such as self-respect, autonomy, and
achievement, and external esteem factors, such as status,
recognition, and attention.
Self-actualization The drive to become what one is capable of becoming; includes
growth, achieving one’s potential, and self-fulfillment.

Source: Robbins & Judge (2008: 70).

Lunenburg and Ornstein (2004) summarize the above five needs according to Maslow’s

theory by suggesting what organizations can do to satisfy and motivate their respective

employees (see Table 2.1). This table gives a clear picture on how the theory can be

applied in organizational contexts, be it in a school or an industry.

 14

According to Morgan (1986: 40), “employees are people with complex needs that must

be satisfied if they are to lead full and healthy lives and to perform effectively in the work

place.” He shows how Maslow’s theory can be applied in work places (see Figure 2.1).

This implies that employees bring with them to the organization their needs that require

gratification.

Maslow’s theory lays the basis or foundation of the phenomena of motivation and job

satisfaction. However, the most controversial question that arises is whether it is true to

argue that people from all cultures on the globe have the same needs and that those needs

are hierarchical. It is an undeniable truth that people have needs which, if not met, they

cease to function effectively and that employees go to work to meet or satisfy their

personal needs and those of others who depend on them, including the needs of their

respective organizations. Hoppock (1957:250-252) claims that people are attracted to jobs

that make it possible for them to meet their needs. Employees are interested in the kinds

of jobs that are at their disposal, what such jobs offer that they may gratify their needs,

and what is expected of them in reciprocity.

 15

Table 2.2: Maslow’s Need Hierarchy

General factors Need levels Organizational factors

Complex needs
Growth Self actualization Challenging job
5
Achievement Achievement advancement
advancement in work
Self-esteem Esteem Titles
Esteem from others 4 Status
Recognition Promotions
Affection Social Quality of supervision
Acceptance 3 Compatible work groups
Friendship Professional friendship
Safety Safety Safe working conditions
Security 2 Fringe benefits
Stability Job security
Water Physiological Heat and air condition
Food 1 Basic salary
Shelter Working conditions
Basic Needs
Source: Lunenburg and Ornstein (2004:112)

The second content theory is famously known as the “Two-Factor Theory”. The theory

was propounded, Herzberg (Herzberg et al., 1959). In this theory, Herzberg et al they

identify five factors that influence both motivation and job satisfaction and these include:

“recognition, achievement, advancement, responsibility, and work itself” (80).

Additionally, Herzberg et al they contend that the above factors are associated to job

satisfaction rather than job dissatisfaction. This implies that an attempt to measure job

satisfaction among employees has to include these job facets/dimensions. Moreover,

Herzberg and his colleagues make a remarkable contribution in the field of organisation

behaviour (OB) by hypothesizing the “Two-Factor Theory”, but like other theories their
 16

theory has also been subjected to several criticisms from other scholars. Lunenburg &

Ornstein (2004) present three major arguments against Herzberg’s Two-Factor Theory

and these are as follows. Firstly, the approach he employed to examine hygiene factors

dictated the outcomes. Secondly, the treatment of job satisfaction and job dissatisfaction

facets as mutually exclusive aspects is questionable. This implies that what Herzberg and

his colleagues refer to as “motivators” are both “satisfiers” and “dissatisfiers”. In other

words, the factors that Herzberg regards as satisfiers can also be “dissatisfiers” in another

context. Finally, the study did not concentrate on actual motivation, but job satisfaction

among employees. Additionally, Robbins and Judge (2008) highlight five criticisms

against the Two-Factor Theory. One of the criticisms is that Herzberg’s approach to

measure job satisfaction is methodically limited. The other censure is that the reliability

of the method he employed is questionable. Moreover, Herzberg did not employ the

overall measurement of job satisfaction. Furthermore, Robbins and Judge argue that the

Two-Factor Theory is not consistent with earlier studies.

Lastly, Herzberg is criticized for making assumptions on the relationship between job

employees’ satisfaction and productivity, but his study method dealt with job satisfaction

and not productivity. According to Mbua (2003), Herzberg’s theory of motivation and job

satisfaction is built on the basis of a limited study sample of personnel from the field of

accounts and engineering. Therefore such findings cannot be used to generalize other

contexts.
 17

The third content theory was proposed by McClelland (1976) and it is called Need

Achievement Theory. This theory of motivation and job satisfaction is also called “the

values theory” (Mbua, 2003: 318). McClelland is of the opinion that people’s needs are

acquired from their respective cultures while others are learnt and these include the need

for achievement, affiliation, and power (Mbua, 2003: 319). This is a replica of Maslow’s

need hierarchy theory in some way, but condenses the needs from five categories to just

three.

Figure 2.1: Application of Maslow’s Theory in Organizations

TYPE OF NEEDS

 Encouragement of complete employee

commitment
 Job becomes a major expressive
Self-actualization
dimension of employee’s life

 Creation of jobs with scope for achievement,

autonomy, responsibility and personal control
 Work enhancing personal identity
Ego  Feedback and recognition for good performance e.g.
promotion, “employee of the month” awards

 Work organization that permits interactions with colleagues

Social  Social and sports facilities
 Office and factory parties [SIC] outings

 Emphasis on career paths within the organization

Security  Pension and health care plans
 Job tenure

 Salary and wages

Psychologic  Safe and pleasant working conditions.

Source: Morgan (1986:43)

 18

The last key content theory of motivation and job satisfaction reviewed in this study is

called The Existence, Relatedness and Growth (ERG) Theory. The theory was

hypothesized by Alderfer. This theory is also “a reformulation of Maslow’s need

hierarchy theory” (ibid). Alderfer like McClelland condenses Maslow’s human needs into

only three categories and these include the existence, relatedness and growth needs.

According to him, existence needs are what Maslow calls physiological needs.

Relatedness needs refer to social and esteem needs that are one’s desire for affiliation or

belongingness or love, whereas growth needs are those needs that are to do with the

“desire to be self confident, productive and creative” (Mbua, 2003: 321).

2.2. 2 Process Theories of Motivation

According to Mbua (2003: 225), “the process theories of motivation are primarily

concerned with explaining how ‟ individuals’ behaviour is energized, directed, sustained

and stopped.” The main process theories of motivation and job satisfaction reviewed in

this section include the following. The first one is called Expectancy Theory. This theory

was first proposed by Victor Vroom (Robbins & Judge, 2008 and Lunenburg & Ornstein,

2004). In this theory, it is argued that motivation emanates from three kinds of people’s

beliefs or assumptions and these are: expectancy, instrumentality and valence

(Chelladurai, 1999). The term expectancy refers to the person’s assumption that efforts

will lead to achievement or accomplishment (ibid). Instrumentality refers to a person’s

assumptions that good work will bring about rewards. The term valence refers to “the

perceived value of the rewards to the recipient” (Chelladurai, 1999: 142).

 19

Although the theory has been validated by various researchers, it is criticized for being

very complicated and that no measure can be used to test it (Lunenburg & Ornstein,

2004). In addition, there are no studies that support the claim that people do some

arithmetic before they decide to perform the task (ibid). Lastly, some scholars argue that

the model is incomplete (Lunenburg & Ornstein, 2004).

The second process theory of motivation and job satisfaction is called Locke’s Value-

Based Theory of Satisfaction. According to Greenberg and Baron (2003), the theory

asserts that employee satisfaction subsists to the degree that employment results or that

the compensations a person gets correspond to those compensations which are expected

or aspired. The more employees achieve the outcomes that are valued most, the more

contented they become, and the opposite will lower their satisfaction levels or vice versa.

The last process theory of motivation reviewed in this study is Equity Theory and it was

proposed by Porter and Lawler. This theory suggests that employees in any organization

have a tendency of making comparisons of what they get from their respective jobs. The

comparisons they make are based on the input-output ratio that is whether there is any

relationship between the input and the outcome (Robbins & Judge, 2008). In other words,

employees compare their income with that of other workers within their organizations or

with that of their colleagues in other fields.

 20

According to Porter and Lawler (cited in Lunenburg & Ornstein, 2004, 127), the

“perceived equitable rewards are a major input into employee satisfaction.” The outputs

of one’s job are “all the things the employee receives as a result of performing the job,

such as salary, promotions, fringe benefits, job security, working conditions, job

prerequisites, recognition, responsibility, and so on” (Lunenburg & Ornstein, 2004: 128).

The inputs include such aspects as employee ‟educational qualification, work experience,

professional training, personal ability, personality qualities or characteristics,

commitments and efforts and attitude towards the job among others which they bring

with them to the institution (Lunenburg & Ornstein, 2004)”. In addition, workers are

expecting to see justice and fairness in terms of the work they do and the fruits of their

work. In short, the theory claims that workers assess whether there is fairness in what

they get doing the job. They do so by using what the authors refer to as “the process of

social comparison” (Lunenburg & Ornstein, 2004, 128). This implies that if the

employees are fairly rewarded, they become happy or contented with their job and the

opposite is true.

This study employed; Maslow’s need theory, Herzberg’s Two Factor Theory,

McClelland’s Need Achievement Theory, and Aldefer’s The Existence, Relatedness and

Growth (hereafter, ERG) Theory. These theories are clearly having connection with job

satisfaction. The theories helped to examine remuneration and its effects on job

satisfaction.
 21

2.3 Factors Associated with Job Satisfaction

Previous studies that were conducted in various countries on the phenomenon of job

satisfaction reveal different factors. According to Spector (1997: 30), the aspects or

dimension of job satisfaction are divided into two principal groups and these are as

follows: “First, the job environment itself and factors that are associated with job are

important influences of job satisfaction. This includes how people are treated, the nature

of job tasks, relations with other people in the work place, and rewards. Second, there are

individual factors that the person brings to the job.” In this study, an organizational factor

was examined (Spector, 1997 & Lunenburg & Ornstein, 2004). In this section, a review

on literature about the previous research on the job satisfaction factors was done.

2.3.1 Remuneration and Job Satisfaction Factors/Dimensions

Job satisfaction is a multidimensional phenomenon and it is therefore argued that

different scholars identify different job satisfaction factors or facets (Bolin, 2007: 47-64.).

However, the factors they identify are somewhat similar content wise. In this section, I

review various scholarly works on the factors or facets that are associated with

remuneration and job satisfaction.

The phenomenon of job satisfaction is associated with five main factors namely:

“achievement, recognition, work itself, responsibility and advancement” Herzberg,

Mausner & Snyderman (1959: 80) and they refer to these factors as the “basic satisfiers”

or “motivators” (Herzberg et al. 1959: 114). The seven major aspects/factors of job

satisfaction that Vroom (cited in Bolin, 2007, 49) are: “administration, promotion, job
 22

nature, superiors, salary remuneration, working conditions and colleagues.” Additionally,

the teachers derive their satisfaction from such factors as: “salaries, fringe benefits,

educational policies and administration, working conditions, advancement opportunities,

responsibilities within the job recognition, and so on” as Denga, 1996; Nwagwu & Salmi,

1999:48-61; Ifinedo, 2003; Ubom & Joshua, 2004; and Ubom, 2001 (cited in Ololube,

2008, 1). This implies that teacher’s job satisfaction can also be derived from what

Herzberg refers to as “dissatisfiers”, that is, salary, company policies, administration and

working conditions among others.

Moreover, Davidson (2007) conducted a survey on teacher motivation in Tanzania and

he found that most teachers’ were unhappy with their pay, fringe benefits, teachers‟

accommodation, their promotion position, status and number of lessons allocated. This

implies that they had a low level of job satisfaction. The current study was intended to

examine what other factors behind teachers’ remuneration and job satisfaction there were

besides teacher motivation, which the above researcher studied.

Furthermore, Greenberg and Baron (1995:231) argues that factors that are associated with

job satisfaction are in different categories including: organizational and individual

determinants.

According to them, the organizational determinants include: reward system, perceived

quality of supervision, work and social stimulation and pleasant working conditions
 23

(Greenberg & Baron, 1995:122). Whereas, the personal factors or determinants they list

are: personality, job congruent with interest, status and seniority and general life

satisfaction (ibid). This implies that job satisfaction is derived from both the

organisational and the individual factors. In other words, in measuring workers’ job

satisfaction one needs to study both the organizations and institutions in which they work

and the individual employees themselves.

Shann, (2001) found that teachers derived their job satisfaction from the relationship they

had with their pupils and thus this factor was ranked higher than the rest of the job facets.

The other factor that was also important according to her is job security. Conversely, in

her study, the aspect of pay was ranked as the least of all among the fourteen facets. In

other words, the participants in the study expressed low satisfaction with this job facet.

Wood (2008) found that British employees derived their job satisfaction from supportive

administration. According to the author, an informative and consultative administration

makes employees comfortable with their jobs.

According to Woods and Weasmer (2002), workers’ job satisfaction is derived from

collegial relationship that they enjoy at their place of work. It is very important for

teachers to have time to share experiences (ibid). Ellis (quoted in Latham, 1998) argues

that teachers’ remuneration and job satisfaction are associated with their attitude and

behaviour, positive relationships with students and others, self growth, mastery of
 24

professional skills, and feeling part of a collegial, supportive environment”(Dinham &

Scott, 2000: 389).

Robbins and Judge (2008) assert that employees derive their job satisfaction from such

facets as: the job itself, salary, possibilities to advance themselves, supervision, and

relationship with their workmates. They argue that of all these job facets the enjoyment of

the job itself indicated the greatest correlation to high job satisfaction levels on the

overall.

Additionally, they argue that majority of the employees focus quite often on the pay when

talking about the phenomenon of job satisfaction. According to Balzer et al. (1990),

Smith, Kendall, and Hullin (1969) cited in Chelladurai, 1999: 233), “the essence of job

satisfaction can be captured by measuring five facets of a job-work itself, pay,

promotions, co-workers, and supervision.” They add that apart from examining

employees’ satisfaction using those five aspects general job satisfaction may be measured

as well.

Similarly, Spector (1997: 3) argues that the most common facets or aspects of job

satisfaction include the following: “appreciation, communication, co-workers, fringe

benefits, job conditions, nature of the work itself, organization itself, organization’s

policies and procedures, pay, personal growth, promotion opportunities, recognition,

security, and supervision.”

 25

Spector, (1997), job satisfaction can be measured using the nine facets approach. In other

words, the survey instrument has to include nine job satisfaction facets or factors and

those facets include: “pay, promotion, supervision, operating conditions, co-workers,

nature of work and communication.” The author provides further descriptions of such

facets (Table 2.3).

Table 2.3: Facets of Job Satisfaction

Job Satisfaction Facets Description

Payment Satisfaction with payment and payment raises
Promotion Satisfaction with promotion opportunities
Supervision Satisfaction with the person’s immediate supervisor
Benefits Satisfaction with fringe benefits
Contingent rewards Satisfaction with rewards (not necessarily monetary) given for
good performance
Operating conditions Satisfaction with rules and procedures
Co-workers Satisfaction with co-workers
Nature of work Satisfaction with the type of work done
Communication Satisfaction with communication within the organization
Source: Spector (1997: 8)

In short, the previous studies reveal various job satisfaction facets or dimensions and

these are as follows: recognition, nature of the job (job-itself), job security,

communication, rewards, responsibility, salary, fringe benefits, promotion opportunities,

collegiality (co-workers or social relations, acceptance), physical working environment or

working conditions, supervision or leadership styles, achievement and advancement or

personal growth opportunities. Most of these aspects were identified by researchers from

developed countries and just a few from developing countries such as South Africa.
 26

However, some scholars emphasize on just five or six of those facets, nonetheless this

study measured teacher job satisfaction using most of the facets stated above.

2.4 Factors Associated with Teachers’ Job Dissatisfaction

Albanese (2008) associates job dissatisfaction with: monthly salaries, incapable and

unsupportive administrators and lack of collegial relationship with co-workers. Incapable

leaders and salary were key factors that influenced job dissatisfaction (ibid). This implies

that teachers’ job dissatisfaction is associated with leadership or managerial incapability.

Herzberg, Mausner and Snyderman (1959, 81) list five factors that are said to influence

workers’ job dissatisfaction and these are: “company policy and administration,

supervision-technical, salary, interpersonal relations-supervision and working

conditions.” According to them those factors are referred to as dissatisfiers.

According to Shann (2001, 69), “teachers were uniformly dissatisfied with their level of

participation in decision making.” This implies that denial of opportunities for teachers to

participate in decision-making may make them dissatisfied with their job.

Additionally, previous research conducted in Cyprus revealed that the teachers’ job

dissatisfaction was associated with “students” misbehaviour and lack of interest, a decline

in teachers’ respect and status, power relationships with national authorities and teacher

lack of voice in education decision-making processes (Zembylas & Papanastasiou, 2006:

244). However, Dinham and Scott (2000:352) conducted research in the United Kingdom

and Australia and they associate teachers’ job dissatisfaction with extrinsic factors.
 27

2.5 Impact of Teachers’ Job Satisfaction

Job satisfaction results in teachers’ poor performance, job turnover, absenteeism and

involvement in teachers’ union activities (Organ and Bateman, 1991, Robbins, 2005 &

Robbins & Judge, 2008). However, there is no empirical data that justifies direct or

indirect influence of employees’ satisfaction on productivity (ibid).

According to Latham (1998: 83), “job satisfaction can do far more than help retain

teachers; it can improve their teaching.” This implies that satisfied teachers can contribute

significantly to the improvement of students’ academic performance and school

effectiveness at large. Similarly, Shann (2001) asserts that job satisfaction helps to retain

teachers and makes them committed to their job and through this also makes their schools

very effective. In other words, job satisfaction contributes to improvement of teaching,

students’ learning and teacher retention.

Travers and Cooper (1996) claim that low satisfaction with salary and the lack of

promotion opportunities contributed significantly to teachers’ intention to quit the job.

This implies that high satisfaction with these variables would contribute to their intention

to remain in the job. However, recent survey conducted among 245 human resource

representatives and 7,101 workers in United States of America revealed that employees

do not remain in their jobs because of good salaries and fringe benefits, but they stay

because of the collegial relationship with co-workers and managers.

 28

2.6 The Knowledge Gap

As mentioned previously in this study, there is more literature on teachers’ remuneration

and job satisfaction in the developed countries than there is in developing countries. The

literature reviewed in this study comes mostly from the United States of America, United

Kingdom, Canada, and New Zealand. Only a few articles are available from the

developing countries. To be very specific, there is very limited literature from Tanzania.

Additionally, much research literature available even from developed (47) countries,

addresses the phenomenon of teachers’ remuneration and job satisfaction among public

secondary school teachers. It is asserted that very little has been written about teachers’

remuneration and job satisfaction and only scanty literature on job satisfaction among

secondary school teachers in Tanzania (Bunnell and Mkyanuzi, 2005). I therefore believe

that this study contributes to existing research literature and at the same time provides

employers, policy makers, school administrators and other stake-holders relevant

information on how teachers feel about their job.

 29

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents the methodologies of the study involving areas such as, the study

area, research design, target population, sample, sampling procedures, instruments for

data collection, data collection procedures, validity and reliability of the instruments, data

analysis and statistical procedures, and lastly ethical consideration.

3.1 The Study Area

The study was conducted in Tabora Municipality which is one of the six districts of

Tabora region. The rationale behind the choice of this area was the fact that teachers in

Tabora Municipality are demoralized because of low remuneration which leads to low

salaries, delay of their payment and promotion and inadequate housing facilities which at

the end of the day draw back the development of education in the region. Also, the area

was selected because the researcher it having worked there for the past 7years, hence it

was easy to collect relevant data on teachers’ remuneration and job satisfaction.

Another reason for the choice of the area was that no similar research has been done there

in the past.

3.2 Research Design

Krathwohl, (1988), notes that research design is a logical and systematic plan prepared

for directing a research study. This study adopted descriptive research design. Descriptive

design allows the researcher to gather relevant data to fulfil the objectives of the study. In
 30

this Study, the researcher used a qualitative and quantitative paradigm utilising the

descriptive design because it helped the researcher to comprehend the problem and view

it holistically as the researcher was able to observe the subjects in their settings without

inconveniencing their activities.

3.3 Targeted Population

Population refers to the entire group of people, event or things of interest that the

researcher wishes to investigate, and it formed a base from which the sample or subjects

of the study was drawn (Bryman, 2008:168). The target population of this study included

heads of schools, teachers, the Municipal Education Officials, District Teachers Services

Department Officials, the Secretary for Teachers Trade Union in Tabora Municipality.

Tabora Municipality has 28 public secondary schools, which have a total number of 676

teachers, 28 heads of school, one Municipal Education Officer, District Teachers Services

Department Officer, and the Secretary for Teachers Trade Union in Tabora Municipality

(URT, 2013: 28).

3.4 Sample Size

Sample size is a part of large body specially selected to represent the whole (Bhujel,

2008:79). The sample size in this study was determined according to the guidelines

proposed by Kothari (1985). According to Kothari (1985), a sample of 10% to 30% is

appropriate for descriptive studies. Ten heads of schools out of 28 an equivalent of 36%

participated into the study. Since there are 676 teachers, 100 teachers an equivalent of

15% were selected into the study. Other key respondents for this study included the
 31

Municipal Education Officer, District Teachers Services Department Officer, the

secretary for Teachers Trade Union in Tabora Municipality and heads of schools.

Therefore, the total sample size for this study will comprised of 113 respondents.

3.5 Sampling Procedures

Sampling procedure refers to the total part of the research plan that indicates how cases

are to be selected for the observation (Kombo & Tromp: 1958:78). The study employed

the following procedures to get the sample;

3.5.1 Simple Random Sampling

Simple random sampling is a method of selecting respondents in which all members of a

group (population or universe) have an equal and independent chance of being selected.

Simple random sampling was used when selecting schools and when selecting respondent

to be included in the study. In this study, 10 secondary schools in Tabora Municipality

were randomly selected into the study. The procedures of choosing the schools were by

writing names of all schools on the separate pieces of paper and folding them. The folded

pieces of paper were put in a container and thoroughly mixed and selection done by

picking one piece of paper at a time. This was done until the researcher got the required

number of schools. 10 teachers in each school in Tabora Municipality were selected

randomly into the study using the same procedures.

 32

3.5.2 Purposive Sampling Strategy

Purposive sampling is a form of non-probability sampling in which decisions concerning

the individuals to be included in the sample are taken by the researcher, based upon a

variety of criteria which may include specialist knowledge of the research issue, or

capacity and willingness to participate in the research. In this study, District Teachers

Services Department Officer, the Secretary for Teachers Trade Union in Tabora

Municipality, the Municipality Education Officer, and heads of schools were selected

through purposive sampling because they are the ones who have information on teachers’

remuneration and job satisfaction.

Table 3.1: Summary of the Sample size of the Study

SEX
RESPONDENTS MALE FEMALE TOTAL
The Municipality Education Officer 01 0 01
Heads of schools 07 03 10
Teachers 60 60 120
District Teachers Services Department Officer 01 0 01
The Secretary for Teachers Trade Union in 01 0 01
Tabora Municipality

TOTAL 52 31 133

Source: Research Data2014

3.6 Data Collection Methods

Kothari (2004:7) defines research instruments as the techniques the researcher uses in

performing research operations in data collection. This study used questionnaire,

interview and documentary review in collecting data.

 33

3.6.1 Questionnaires

Questionnaires – the researcher administered both open ended and closed ended

questionnaires to teachers in collecting information on teachers’ remuneration and job

satisfaction. questionnaire are that, questionnaires allowed greater uniformity and

guaranteed greater comparability of responses, also the instrument allowed a wide

chance to ask different aspects at once on teachers’ remuneration and job satisfaction.

3.6.2 Unstructured Interview

Interview is face to face conversation between the respondent and the researcher

(Kothari, 2004:273). In this study, interview was administered to the Municipal

Education Officer, District Teachers Services Department Officer, the Secretary for

Teachers Trade Union in Tabora Municipality and heads of schools. This is because they

are educational stakeholders so they provided information regarding teachers’

remuneration and job satisfaction.

The researcher visited the respondents and interviewed verbally. The application of this

research instrument provided freedom for the interviewer and respondents by asking

some questions so as to allow relevant changes during the interview process. In making

use of this technique, guiding questions which are attached to appendix assisted the

process of data search. Selection of suitable time and place was considered. While the

interview process was in progress, the researchers tape recorded the interview and took

field notes that later helped in data analysis.

 34

3.6.3 Documentary Review

Documentary review involves locating, reading and evaluating written materials or

documents like public records, diaries and mass media (Borg & Gall, 1989). Since the

study explored teachers’ remuneration and job satisfaction documents criteria for

teacher’s promotion, files that contain disciplinary cases that had resulted from poor

remuneration and proposed teaching load per week, teachers’ salary scale and circulars

about teachers’ remuneration was reviewed. These documents were reviewed so as to get

information regarding teachers’ remuneration and job satisfaction, because they contained

records of remuneration of teachers and job satisfaction, and documentary guide question

was used to collect appropriate information for the study. These helped to supplement the

views obtained from interview and questionnaires.

3.7 Validity and Reliability Issues

In this study piloting was conducted to eliminate the confusing or insensitive questions,

selecting a reasonable sample and negotiating access to the sample. It also helps to get

appropriate venue (Oppenheim, 1996: 25). Before field work, a pre testing of research

instrument was conducted in two schools that are Kaze-hill and Kazima secondary

schools and to other officials including the Municipal Education Officer and the

Secretary for Teachers Trade Union in Tabora Municipality. This will helped the

researcher to check the clarity of instructions, sequencing and layout of issues, and to get

feedback.
 35

3.8 Data Recording and Analysis

Data collected were recorded and analysed both quantitatively and qualitatively. The

quantitative data collected using questionnaires were edited, coded and analysed using

Statistical Package for Social Science (SPSS) software and excel to compute percentages

and tabulation. The percentage was calculated according to the number of frequencies

after the interpretation of the data and was presented quantitatively by means of charts,

tables and graphs and the qualitative data from unstructured interview were recorded by

taking notes and using a tape recorder. They were analysed using narrative and content

analysis techniques. This helped to give in-depth information.

3.9 Ethical Considerations

Ethics are values to consider before, during and after the whole process in research.

Before starting collection of data a researcher got clearance from Archbishop Mihayo

University College of Tabora (AMUCTA). A letter from AMUCTA was submitted to the

Regional Administrative Secretary (RAS) to write a notifying letter to the institutions

from which data was to be collected.

The researcher made it clear to the informants about the purposes of the investigation as

well as the benefits and risks they would face in their participation for the research

project.
 36

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.0 Introduction

This chapter focuses on data presentation and discussion of the findings in relation to the

purpose of the study, research objectives and research questions. The prime objective of

the study was to fulfill three main tasks namely to examine how teachers’ low

remuneration affects their teaching performance in public secondary schools, examine the

extent of job satisfaction among public secondary school teachers, examine ways teachers

apply to earn extra income to supplement their salaries and how that affects teaching and

learning in schools particularly in Tabora Municipality and Tanzania at large.

4.1 The Effects of Teachers’ Low Remuneration to Learning Process

The first objective of this study was to examine how teachers’ low remuneration affects

their teaching performance in public secondary schools. To achieve this, teachers were

requested to indicate the extent of their observation at their respective schools on

teachers’ remuneration and job satisfaction. Eight items measuring how teachers’ low

remuneration affects their teaching performance on a five-point likert scale were

administered to teachers. The items measured how teachers’ low remuneration affects

their teaching performance in the aspects of teachers’ monthly salary, promotion,

allowances, status in the community and amount of work they do. Results are presented

in the Table 4.1 below.

 37

Table 4.1: Descriptive Data on Teachers’ Low Remuneration

Item Measured Strongly Agree Neutral Disagree Strongly

agree disagree
Teachers’ monthly salary is 5(4%) 1(1%) 9(8%) 27(24%) 71(63%)
sufficient to live a decent life in
the society
Teachers are paid in relation to the 6(5%) 11(10%) 10(9%) 17(15%) 69(65%)
amount of work they do
Teachers are receiving salary at the 20(18%) 2(2%) 7(6%) 31(27%) 53(47%)
right time
Teachers’ promotion is done in the 4(3%) 2(2%) 2(2%) 40(35%) 65(58%)
right time
There is unfair promotion and 62(55%) 31(57%) 5(5%) 6(5%) 9(8%)
favouritism from education
officials
When promotion is done, salary 68(60%) 31(27%) 1(1%) 4(4%) 9(8%)
adjustments are delayed for a long
period of time
Teachers are given transport 3(3%) 2(2%) 4(4%) 41(35%) 63(56%)
allowances
Teachers are given house 6(5%) 3(3%) 3(3%) 32(28%) 69(61%)
allowances
Teachers’ income gives them high 15(13%) 9(8%) 4(3%) 29(26%) 56(50%)
status in the community
Source: Research data 2014

4.1.1 Teachers Salary

As indicated in Table 4.1, 97 of teachers (87%) are not satisfied with the salary they earn

to live a decent life in the society. This was further revealed by 10(100%) of the heads of

schools who participated in key informant interviews. They argued that the salary they

earn was not enough to teachers. One headmaster said:

….most teachers are not satisfied with the amount of money the
government pays them. It’s indeed inadequate. The cost of living has gone
up and most teachers find it difficult to meet daily expenses like transport,
house rent, food, medical care and school fees for their children.
 38

The same kind of response was given by the Municipal Education Officer (MEO) who

underscored that current job satisfaction and morale of teachers was very low due to low

salary they are paid by the government. MEO explained that teachers are not satisfied

with their job and their working morale was low because the government has not solved

their grievances including low salary increments. She further said:

Teachers still have with a lot of working problems which make them not
to participate effectively in their responsibilities and all these problems
are caused by the government,… the government has not worked on their
problems even when they try to solve them, teachers do not see any
improvement in the challenges facing them. For example, when the
salary increment takes place, there is also high increase in deductions
(MEO, July 04/2014).

Moreover, data reviewed from teachers’ salary slips indicated that even though teachers

were paid low salaries, the salary was subjected to high deductions. At the end of the day,

teacher’s take home was very minimal (see Table 4.2).

Table 4.2: Entrance Salary for Diploma and Degree holder and Deductions

descriptions

Basic Diploma Deductions Tsh Degree Deductions Tsh

Salary
Tsh 432,0000/= Income Tax 36,600/= 589,000/= Income Tax 68,532/=
PSPF 21,600/= PSPF 29,000/=
TTU 11,700/= TTU 11,700/=
NHIF 12,900/= NHIF 17,670/=
Net Income 349,200/= 462,200/=
after all
deductions
Source: Research data 2014
 39

4.1.2 Teachers allowances

Research findings displayed in Table 4.1 indicated that 104 respondents (91%) either

strongly disagree or disagree with having access to transport allowances, teaching and

house allowances. This concurs with responses from the MEO who declared that teachers

are not provided with house rent, teaching and transport allowances due to insufficient

funds. She said:

Our teachers are not provided with house, transport and teaching
allowance, this is because of insufficient funds, our target is to provide
all fringe benefits to our teachers so that they can be motivated and
increase their morale, but we cannot afford to do it” (MEO, July
04/2014).

4.1.3 Teachers promotion

Concerning the issue of delay of promotion, 105 teachers (93%) were very dissatisfied

with the delay of their promotion, favouritism in promotion process and salary

adjustment after promotion. The same kind of response was given by Teachers’ Service

Department officer in Tabora Municipality who said that teachers’ promotion is delaying

because of insufficient budgetary.

the common reason for teachers not to be promoted on time is

budget, this is a common reason for example last year 2013 we
planned to promote 167 teachers unfortunately budgetary
allocation from the teachers’ employer (Municipal Director) was
insufficient where it forced us to promote only 97 teacher 58%,
and 70 teachers 42% were left, so when the employer increases the
allocation teachers will be promoted on time.
 40

4.2 Job Satisfaction among Public Secondary School Teachers

The second objective of this study sought to examine the extent of job satisfaction among

public secondary school teachers in Tabora Municipality. In this part, the participants

were asked to indicate their level of job satisfaction with each of the six items using the

Five Likert Scale. Six aspects were used to measure the extent of job satisfaction among

public secondary schools (see Table 4.3).

Table 4.3 Job Satisfaction among Public Secondary School Teachers in Tabora

Municipality

Aspects measured Strongly Agree Neutral Disagree Strongly

agree disagree
The school has enough houses for 12(10%) 2(2%) 9(8%) 29(26%) 61(54%)
teachers
Some teachers are still staying away 68(60%) 25(22%) 7(6%) 9(8%) 4(4%)
from school in rented houses due to
inadequate teachers’ houses
The school has a conducive teaching 17(15%) 6(5%) 11(10%) 40(35%) 39(35%)
and learning environment
Teachers are happy with their 20(17%) 5(5%) 19(17%) 36(31%) 42(37%)
working load
Teachers are given opportunities for 32(28%) 13(12%) 5(5%) 30(27%) 32(28%)
upgrading professionally
Are teachers’ work duly 12(10%) 3(3%) 5(5%) 33(28%) 60(54%)
acknowledged by employers
Source: Research data 2014
 41

4.2.1 Teachers’ houses

From the results in Table 4.3, 90 teachers (80%) disagreed with the statement that schools

have enough houses for teachers. Greater percentage 93 teachers (85%) agreed with the

statement that some of the teachers are still staying away from school in rented houses

due to insufficient teachers’ houses. In connection to this, data reviewed from the

Municipal Education Officer report 2013/2014 concerning school infrastructure

particularly teachers’ houses indicated that a number of teachers’ houses in some schools

were few compared to the number of teachers. (see Table 4.4).

Table 4.4: Number of teachers’ houses

Name of Teachers’ Teachers’ Deficit of Number of Number of

school houses houses teachers’ teachers who live teachers
available required houses in school houses who live out
of school
compound
Kariakoo 1 15 14 2 24
Lwanzari 0 12 12 0 20
Kaze Hill 1 17 16 2 27
Fundikira 0 10 10 18 18
Skanda 0 18 18 29 29
Ipuli 1 16 15 2 26
Isevya 1 22 21 2 28
Source: Research data 2014

Moreover, eight heads of schools (80%) when asked about their perception on lack of

staff quarters in their schools in relation to teachers’ morale of working, they argued that

teachers are disappointed to work effectively due to the fact that some of them are still

staying away from school.

 42

There is no school housing here, teachers rent houses away from

schools. Sometimes, they have to hire a motorbicycle to come to work
and return home in the evening. This puts a strain in their salary.
Most of the time, they don’t teach morning periods because it’s
difficult for them to be here on time.

4.2.2 Teaching and Learning Environment

Regarding the issue of teaching and learning environment, data in Tables 4.3 indicate that

79 teachers (70%) disagreed with the statement that the school has a conducive teaching

and learning environment, while on the issue of work load data reveal that 78 respondents

(68%) were not happy with their working load. This concurs with the interview from

Secretary of Teachers Trade Union (TTU), Tabora Municipality, who underscored that

teachers have to teach many subjects because of the shortage of teachers (see Table 4.5)

and many other school activities including lesson preparation, such as schemes of work

and lesson plans, teaching, marking, counseling, and supporting students academically

like administering remedial classes and doing administrative duties. It also involves

extracurricular activities like sports and gardening. This huge workload and very tight

schedule compels teachers to work endlessly and sometimes makes the teaching

profession more stressful than it should be, yet they are paid low salaries that demorolises

them

.
 43

Table 4.5: Number of teachers

Name of School Number of Teachers Number of Teachers Deficit of

needed available Teachers

Kariakoo 45 26 19
Lwanzari 40 20 20
Kaze hill 50 29 21
Fundikira 50 36 14
Skanda 50 29 21
Ipuli 48 28 20
Isevya 54 30 24
Source: BEST 2014

4.2.3 In-service Training Opportunities

Data displayed in Table 4.3 on the issue of in-service training opportunities the

information indicate that 62 respondents (55%) disagreed with the statement that

teachers are given opportunities for upgrading professionally. In connection to this,

secretary of Teachers Trade Union in Tabora Municipality when interviewed concerning

denial of teachers’ opportunities for further studies, he declared that there are many cases

reported to the office concerning the issue but they are trying to solved it through

negotiation with the employer so that teachers can be allowed to go for their studies.

4.3 Extra Income to Supplement Teachers’ Salaries

The last objective for this study sought to examine the ways teachers apply to earn extra

income to supplement their salary and how that affects teaching and learning in public

secondary schools particularly in Tabora Municipality. To achieve this, teachers were

required to indicate their perceptions and knowledge at their respective schools on the
 44

engagement of teachers in other economic activities and how that affects teaching and

learning.

Four (4) items measuring the ways teachers apply to earn extra income to supplement

their salary and how that affects teaching and learning on a five-point likert scale were

administered to teachers. The items included income, fringe benefits and salary package.

The results are displayed in Table 4.6.

Table 4.6: Extra Income to supplement teachers’ salaries

Aspects Measured Strongly Agree Neutral Disagree Strongly

agree disagree
Teachers engage in other 68(60%) 25(22% 7(6%) 9(8%) 4(4%)
economic activities to )
supplement their salary
Some days I do not attend 58(54%) 33(27% 5(5%) 11(9%) 6(5%)
school because I have to )
monitor my business
I am satisfied with the bonus 15(13%) 9(8%) 4(3%) 29(26%) 56(50%)
I receive from my employer
I feel comfortable with my 20(18%) 2(2%) 7(6%) 31(27%) 53(47%)
income
Source: Research data 2014

4.3.1 Teacher’s engagement in extra activities

Findings displayed in Table 4.6 above indicate that 93 teachers (82%) engage in extra

activities to supplement low monthly salary that they earn. They declared that since their

salaries are not enough to meet their daily expenses they have opened other businesses so

as to supplement the little income they get. In connection to this, 91 respondents (81%)

acknowledged that sometimes they do not attend to school so as to monitor their

businesses. Moreover, teachers declared that they engage in other economic activities
 45

because they are not satisfied with fringe benefits they receive from their employers as 85

teachers (76%) when they were asked if they are satisfied with fringe benefits.

This situation was also revealed by heads of schools interviewed where 9 of them (90%)

declared that low salaries that teachers are paid do not meet minimum livelihood needs

which in turn forces teachers to engage in other economic activities and at the end of the

day affects students’ academic performance. One of them said:

In most schools, low pay has forced our teachers to look for additional sources of
income generation in form of petty trading, part timing in other schools and
coachin”.

Basing on the research objectives above, teachers are not satisfied with the salary they

earn. Teachers are not provided with transport and house allowance. Teachers are also not

comfortable with favoritism process going on in the system. Their status is also seen to be

very low, absence of conducive teaching and learning environment, teachers are not given

in- service trainings. All in all, these factors contribute to poor performance because the

teachers do not use all the time in helping their students academically due to the problems

facing them in their daily life.

 46

4.4 Discussion of Data Findings

In this section, data are discussed according to research questions.

4.4.1 Research Question One: Does Teachers’ Low Remuneration Affect their
Teaching Performance in Public Secondary Schools Particularly in Tabora
Municipality?

From this research question, data are discussed according to the following sub-headings:-

Teachers’ salaries, allowances and promotion.

4.4.1.1 Teachers Salary

Findings in this study reveal that teachers were not satisfied with their salaries.

Dissatisfaction with the salaries brings about a lot of negative outcomes like poor

performance which is caused by the teachers’ absence at the working places due to the

fact that they find some other alternative for them to earn their livelihood. Even those

who attend their periods do not work willingly as those who work with salary satisfaction

in other professions. Also findings discovered that teachers were not happy with high

deductions which were imposed in the low salaries that they earn which at the end of the

day teachers’ take home amount of the salary is very little. This situation of deductions

demotivates teachers working hard and as a result they spend a lot of time doing activities

out of their teaching profession and in a long run it impairs students’ learning. The

findings above concur with the findings by Davidson’s (2005) which revealed that

teachers’ payments are insufficient to meet their basic needs, again Rust and Dalin (1990)

claim that teachers are paid very low salary compared to the cost of living. They further

argue that this low payment cannot meet teachers’ basic expenditures. Moreover,
 47

HakiElimu and TTU, (2004) argued that teachers are earning less than what is required

for their human survival. Additionally, the report of the study carried out by the

Education International In six African countries; during 2005 - 2006 fiscal years revealed

that the Tanzanian public secondary school teachers were more poorly paid than other

teachers in other east African countries. Therefore this study found out that majority of

teachers lack morale to teach because of low payment and low remuneration which in

turn lowers students’ academic performance.

Moreover, the findings of this study pointed out that teachers were not satisfied with

payment from their employers in relation to the amount of work they do. This implies

that the amount that was paid to them did not encourage them to perform their duties

effectively so as to increase students’ academic performance. These findings are

supported by the findings of Sumra (2005) which assert that teachers’ working loads are

very big in public secondary schools yet they are paid low salaries which demorolises

them. Teachers have to teach many subjects because of the small number of teachers

available.

This study also discovered that teachers were not happy because they were not receiving

their salary on time. This is because teachers in Tabora Municipality do not receive their

payments until after the 5th of the following month where the delay of teacher’s salary

demotivates them. Since payments were delayed, teachers were forced to borrow some

money to overcome the cost of living. Such loans require them to pay higher interests and
 48

for that matter teachers’ salary continue to be unhelpful. This situation force teachers to

teach very harshly, shallowly, and unwillingly which in the long run affect students’

learning. This is affirmed by Sumra, (2003) who argues that the Government had given a

commitment that teachers will be paid on time on the 25th of every month however

teachers did not receive their payments until after the 5 th of the following month.

Therefore, there is need to pay their salary on time so that teachers may be motivated to

concentrate on teaching activities and this will possibly improve teaching and learning.

Furthermore, research findings reveal that social status of teachers is very low due to low

salary they earn which does not enable them to sustain their livelihood. Due to this low

salary, teachers are despised by both the students and the society in general due to

hardship teachers get. Psychologically, teachers are affected hence lack confidence before

students because some students come from far much better off families. Finally, the

students cannot receive the instructions from them because teachers are seen as the

lowest class in the society which results to low morale. This finding concurs with

Sumra’s 2005 which revealed that the perception of society towards teaching profession

is unfavorable also he added that historically, teaching was among the highly respected

professions in Tanzania in 1970s where teachers working in government- owned schools

were paid a reasonable salary and fringe benefits that enabled them to sustain their

livelihood. However, currently teachers are not respected by students and the society at

large. In addition, Bennell (2004) supported by arguing that teaching is regarded a low

paying profession and due to this students respect teachers only when they are in the
 49

school surrounding. Therefore, the findings of this study show that low status has affected

teaching professions by decreasing the morale of teaching. Due to the drop of teacher’s

status, some of teachers have engaged in other businesses. This leads to the shortage of

teachers in secondary schools and affect students’ learning.

4.4.1.2 Teachers’ Allowances

Research findings point out that teachers are not paid house allowances. This implies that

absence of house allowances leads to financial constraint to teachers, as they are forced to

depend solely on their salary. This situation affects their standard of living and causes

multiple socio-economic problems which have lowered their morale to perform their

activities and adversely result to students’ learning. For example, my contextual

experience shows that a monthly rent for a normal room in an urban area like Tabora

Municipality ranges between Tsh 50,000-100,000/= depending on the quality and

location of the house. This is a huge amount for a teacher who earns a basic monthly

salary of about Tsh 432,000/= (for diploma teachers) and has a family to afford renting 2

or 3 rooms depending on the size of his or her family. This finding is supported by

Davidson (2005) who argued that the housing condition for teachers is one of the major

challenges they face. In both urban and rural areas, there are very few government-

owned houses to accommodate teachers. Very few teachers manage to build their own

houses. Teachers living in government-owned houses have to pay monthly rent while

they are not paid house allowances while the situation is contrary to workers in other

professions who are either paid housing allowances or stay in government or company-
 50

owned houses for free. Therefore, it is seen that teachers experience difficulties with

housing accommodation. So, they have to stay in simple rooms which are congested

according to their status because they are not paid house allowance to enable teachers

rent good houses for their accommodation.

In addition, the findings of this study point out that transport allowances are not given to

teachers. This affects them because they are forced to use a little amount of salary to pay

for transport and some of the teachers live very far away from the schools they teach.

Hence they end up with hard life because their salaries are used to serve a lot of things

which are supposed to be served by the employer. So when the teacher lacks money for

transport, they always report to school late. During this time, the students remain idle in

their classes because most of the teachers fail to attend their sessions on time. For this

case, learners perform poorly in their final examinations. The findings are supported by

Sumra (2005) who argues that in most cases the location of many schools is far from

where teachers live, teachers are faced with extra expenses for transport from their homes

to schools hence they are not offered transport allowance by their employers. In line with

this, Millman (1985: 35) argues that teachers who arrive at schools as new appointees feel

insecure about transport allowances which affect their morale which leads to poor

students’ academic performance.

 51

4.4.1.3 Teachers’ promotion

Findings indicate that there is favouritism in teachers’ promotion process also teacher’s

promotion are delayed. The bias makes the teachers to be demoralized because they are in

the same level and employed in the same year yet differ in salary scales. Teachers who

remain in the same salary scale for a long time, are discouraged especially in working

efficiently. For example teachers who were employed in mid 2007 are still under salary

scale of TGTS D1 which is the scale for new employees. So these teachers who face this

situation of being in the same salary scale for a long time, cannot work properly because

of the grievances they have before the employer .This findings are affirmed by Davidson

(2007) which revealed that teachers are not satisfied with how promotions are

administered. He further argued that there has been favoritism in selecting who to

supervise regional, zonal and national exams, marking exams, attending in-service

training as well as promotion. Therefore, from the findings it implies that there is low

satisfaction level of teachers towards promotion from their employers hence this affects

their effectiveness in performing daily activities in schools.

Additionally, findings revealed that there was a delay of salary adjustment after

promotion. This implies that teachers are very dissatisfied with delay of salary

adjustment after they have been promoted hence this dissatisfaction level affects the

performance in doing their work and in turn affects students’ academic performance

because of low morale of teachers in playing their duties. This finding was supported by

Sumra (2006:207) who revealed that teachers’ promotions were often seriously delayed
 52

without clear reason and were inequitably awarded even among teachers, and once

promotions approved it still takes long time for salary to be adjusted. Therefore,

according to the findings the delay of promotion and delay of teachers’ salary adjustment

of payment was observed as among the factors which affects teachers’ motivation

negatively and decline teachers’ performance in teaching and learning process.

4.4.2 Research Question Two: To what extent are public secondary school teachers
satisfied with their work in Tabora Municipality?

From this research question, data were discussed according to the following sub-

headings:- teachers’ house, and teaching environment.

4.4.2.1 Teachers House

Findings revealed that majority of teachers were not satisfied with the situation housing

for their accommodation. This was due to that they are still staying far away from school

in rented houses due to insufficient teachers’ house which was expensive for them. The

findings concur with Davidson (2006) who argued that despite the fact that a number of

teachers’ houses have recently been constructed, the number of teachers living in school

houses is small. Some of the teachers are still staying away from school in rented houses,

which are expensive for teachers and also affect their attendance at school. In addition to

that, the scarcity of teachers’ houses was also noted by the PEDP Review Report of 2004

(URT, 2004) which revealed that many schools visited had inadequacy number of

teachers’ houses for both new and old teachers in rural and urban areas. Therefore, this
 53

situation is likely to affect the provision of quality education as teachers are not attracted

to the areas where there is no provision of suitable incentives like houses.

Moreover, data from the field indicate that teachers are not satisfied with teaching and

learning environment because it does not favour teachers in fulfilling their responsibility.

For example, inadequatecy of teaching and learning materials and poor school

infrastructure which demoralised teachers. The findings were supported by Davidson

(2004:117) who explains that one of the greatest complaints from students and teachers is

inadequate textbooks at the ratio of 10:1, or even only 1 book for a whole class. Teachers

often borrow textbooks from neighbouring schools for specific subjects due to total lack

of such textbooks. The same issue of inadequate textbooks and desks was justified by

Knutsson (2005) who argued that the majority of classrooms did not have enough desks

as some pupils had to sit on the floor; desks were shared by 3-4 pupils. Therefore, the

work and living environment for many teachers is poor, which tends to lower self-esteem

and is generally de-motivating. Additionally, findings indicate that in public secondary

schools teachers are not satisfied with their work simply because the classes are

overcrowded and teachers are overloaded. These hinder the best teaching and learning

process due to the fact that a lot of students sit in the same classroom which makes the

teacher failing to manage or organize the class during the session. Sometimes teachers are

given a lot of periods which they cannot afford or manage to teach. This reduces the

efficiency and morale of work. The findings are supported by (Athman, 2004; Sumra,

2003; Knutsson, 2005; Davidson, 2004) who argue that large classes obstruct the proper
 54

delivery of education. For example, Knutsson (2005:59) discovers that with congested

classrooms (in Geita district where his study was conducted), it was difficult for teachers

to find individual pupil’s problems, hence weak pupils were marginalized. Similarly the

Global Monitoring Report of 2005 (UNESCO, 2005a) confirms that the very large class

sizes observed in developing countries are not conducive to adequate learning as quality

will be at risk with the increase of teachers’ workloads which demotivates them from

working.

4.4.2.2 In-service Training

Research findings reveal that teachers are not provided with in-service training or

professional growth. This implies that teachers are not satisfied with the available

opportunities for upgrading their professions. This makes them irrelevant to the new

syllabi which are changed after completing their teachers colleges or courses. The results

of this are the failure to facilitate the lessons according to the syllabus and lack of

effectiveness in working. This finding was affirmed by Sumra (2006) which reveals that

teachers are not provided with professional development such as seminars and short

courses to enable them to face new challenges and cope with new developments

especially in this era of globalization. In the same line (Nyirenda, 2013) argues that the

syllabus has been changing frequently, new topics have been introduced but in-service

trainings are not effectively administered to teachers. The findings also were supported

by Mosha (2004) who underscored that, due to limited opportunities for regular in service

training and development programmes, teachers are unable to keep abreast with the
 55

development in knowledge and innovations and more effective strategies for improving

teaching and enhancing pupils’ learning. Therefore school administrators and supervisors

must work hard to make sure that they create both physical and psychological conducive

environment for teachers to feel happy and responsible before their students and other

relevant activities of the schools like preparation of schemes and lesson plans.

4.4.3 Research Question Three: What are the ways teachers apply to earn extra
income to supplement their salaries and how does that affects teaching and
learning in schools?

These research findings are discussed under one sub heading that is teachers’ engagement
in extra activities.

4.4.3.1Teacher’s engagement in extra activities

The findings indicate that majority of teachers engage in other economic activities to

supplement the low salary paid by the employer. The engagement of teachers in such

activities in order to supplement their salary has great negative impacts to students’

academic performance. This is due to the truth that some of the teachers stay at school for

very few hours of working and the rest of the hours are used by doing personal activities

like domestic trades which are non-school activities. It affects students because they are

not taught throughout the school hours. This is affirmed by Carron (1996) who argued

that in most schools, low payment has forced teachers to find additional sources of

income in form of petty trading, part timing in other schools and coaching. These

secondary income activities have created divided attention and disloyalty to teaching and

thus impacting negatively on the quality of teachers’ performance.

 56

Additionally, findings indicated that some of the teachers spent long time on their

projects than teaching activities. Some teachers asked some students to help them in

doing those farm activities because they do not have enough money to hire labours. This

implies that engagement of teachers in such activities in order to supplement their salary

has adversely impacted on students’ academic performance. This affects the teachers’

quality of instruction. The findings was supported by Rajani (2006) who argued that

teachers’ low salary forces them to do small businesses in the school compounds in order

to supplement their income, some of the businesses done by teachers are: cooking buns,

and preparing groundnuts and selling them to students and staff during tea time. These

finding agree with Temu (1995) who argued that teachers have been adversely affected by

their insufficient payment. They are forced by circumstances to engage in sideline income

generating activities, sometimes with encouragement from their school heads as a way of

motivation. Some of the activities include gardening, keeping of animals, and cultivation

of crops.

The results in this chapter are partly consistent with Maslow’s theory by Morgan (1986:

40), who states that “employees are people with complex needs that must be satisfied if

they are to lead full and healthy lives and to perform effectively in the workplace.” He

shows how Maslow’s theory can be applied in workplaces. This implies that employees

bring with them to the organization their needs that require gratification, especially on the

issue of payment, promotion recognition and career development. Also, different study

findings agree with the conceptual framework that was developed to guide the study. In
 57

all, however, the study found out that remuneration was necessary for high performance

of teachers although in most cases teachers were low remunerated.

 58

CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter presents conclusion and recommendations of the study. The

recommendations are proposed as a means of teachers’ remuneration as well as

increasing their performance at work. Conclusion on the other hand, involves outstanding

issues found out in the study.

5.2 Conclusions

This study examined the relationship between remuneration and job satisfaction among

public secondary school teachers in Tabora Municipality. The first research question

examined how teachers’ low remuneration affects their teaching performance in public

secondary schools particularly in Tabora Municipality. Descriptive statistical technique

revealed that teachers were not satisfied with the salary they earn, promotion process,

delay of salary and allowances including transport and house allowances. This suggests

that employers (Tanzanian government) and society at large need to pay special attention

to the improvement of teachers’ remuneration including (pay, fringe benefits, bonuses,

promotion opportunities, promotion process and procedures). The results are partly

consistent with Maslow’s theory by Morgan (1986: 40), who states that “employees are

people with complex needs that must be satisfied if they are to lead full and healthy lives

and to perform effectively in the workplace.” This implies that employees bring with

them to the organization their needs that require gratification, especially on the issue of
 59

payment, promotion, recognition and career development. Also, different study findings

(Papanastasious, 2006:245; Bakahwemama, 2010:93; Komba, 2008:68; Rust and Dalin,

1990:151) agree with the conceptual framework that was developed to guide the study

which indicates that high teachers’ job satisfaction can be influenced by good payment,

promotion of teachers to the right time, attractive working conditions, good supervision,

cooperation of workers themselves and work itself. All in all, however, the study found

that remuneration was necessary for high performance of teachers although in most cases

teachers were not well remunerated.

Research findings revealed that teachers do not benefit from both monetary and non-

monetary remuneration. Moreover, 86% of the respondents indicated that salary was

inadequate to meet their needs arising from the cost of living. The inadequacy of the

salary earned by public secondary school teachers were emphasized by one head teacher.

In addition, late payment of salary is very common in Tabora Municipality. As a form of

remuneration, therefore, salary is insufficient to motivate teachers and raise their morale

to perform the job efficiently. Besides, non monetary motivators such as teachers’ houses

were available in some schools although not all teachers had access to them in their

respective schools. Based on the findings, it is fair to conclude that teachers’

remuneration and job satisfaction was low and resulted to teachers’ low morale and poor

performance of their work.

 60

Moreover, research findings indicate that majority of the respondents were not happy

with the responsibilities they performed, poor recognition and respect accorded to

teachers by the community and the challenging nature of the teaching profession.

The second research question investigated the extent of job satisfaction among public

secondary school teachers in Tabora Municipality. Using descriptive statistical technique,

data revealed that majority of teachers were not satisfied with the situation of insufficient

number houses for their accommodation.

Additionally, the results from the field indicated that teachers were not satisfied with

teaching and learning environment because they did not favour them in their daily

activities due to inadequate teaching and learning material and poor school infrastructure.

Furthermore, the results revealed that in public schools teachers are not satisfied with

their work simply because the classes are overcrowded and teachers are overloaded.

In the aspect of career development, teachers were not happy simply because they were

not provided with professional development such as seminars and workshops in and out

of the school to enable them to face new challenges and cope with new developments

especially in this era of globalization.

The last research question investigated ways teachers apply to earn extra income to

supplement their salary and how that affects teaching and learning in schools. The results

revealed that majority of teachers engage in other economic activities to supplement their
 61

low salary. The engagement of teachers in such activities in order to supplement their

salary has adverse impact on students’ academic performance. The study results suggest

that job satisfaction is a multidimensional phenomenon and thus administrators need to

pay attention to multiple factors hence by doing that teachers may stop engaging in extra

economic activities so that they concentrate on teaching and learning activities and in

turn improve students’ academic performance. Based on the research findings, therefore,

the study concluded that the majority of the respondents were not satisfied with their job

due low esteem and recognition, lack of career development, commanding control over

other people in the community, the challenging and competitive nature of the teaching

profession and having realized their goal in life which was training the nation.

5.3 Recommendations

Based on the research findings and the conclusions drawn in the preceding section, two

categories of recommendations were made:

Based on the findings and conclusion of the study, the following recommendations were

made:

The Ministry of Education and Vocational Training should work out incentive packages

to increase teachers’ remuneration and job satisfaction in public secondary schools.

Special attention should be put at increasing teachers’ salaries because the majority of

them complained about the meager salaries they receive. Increasing teachers’ salaries will

increase their morale to teach.

 62

Accommodation needs to be provided to the teachers to enable them live within the

schools compounds since many of them reported to be living far away from their schools.

Communities should be assisted by the government to put up decent teachers’ houses so

that teachers live within the schools and thus reduce lateness and absenteeism. This will

increase their motivation and eventual performance. The local community’s contribution

in this case may be in form of provision of free labour or financial contributions towards

the construction of teachers’ houses.

Employers should ensure that teachers are paid their salaries at a right time. This is

because teachers are not happy with delay of payments as they are forced to borrow some

money to overcome the cost of living. Paying them at the right will make them happy and

increase morale at the working place.

Also, Employers should ensure that teachers are paid their salaries at a right time.

Teachers should have access to seminars and short courses in and out of the school to

enable them to face new challenges and cope with new developments especially in this

era of globalization.

The government also should prioritize the provision of adequate textbooks to increase

teacher job satisfaction and student learning outcomes

Additionally, transport and house should be provided to teachers. Majority of complaints

due that absence of transport and house allowance lead to financial constraint to them as
 63

they are forced to depend solely on their salary. This situation lowers their morale. So in

order to motivate them the government should prove house and transport allowances.

Moreover, great attention should be given to improve work-related conditions for

teachers to improve the quality of education. In particular, there should be improvements

in the supply of teaching and learning materials and general classroom environment to

improve student learning.

Furthermore, employers should advocate for or ensure promotion of teachers is

transparent and fair. Majority of teachers are not satisfied with how promotions are

administered. Therefore, employers should make sure promotion is offered fairly to

teachers so as to increase their morale.

In addition, administrators, supervisors and society at large must work hard to make sure

that they create conducive environment physically and psychologically so as to enable

teachers feel happy and responsible to attend to their duties effectively.

5.4 Recommendation for Further Study

This study was conducted in one municipality targeting some selected public secondary

schools. It is suggested that a similar study should be conducted in other districts and

municipalities in Tanzania to see what is taking place in other schools on how

government is involved as far as teachers’ remuneration is concerned.

 64

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APPENDICES

Appendix I: Questionnaire for Secondary School Teachers in Tabora Municipality

I am Benjamin Nyanda, a student taking Master of Educational Management and

Planning at Archbishop Mihayo University college of Tabora. I am carrying out study on

remuneration for teachers in secondary schools in Tabora Municipality. Please assist me

by answering the questions in this questionnaire. This information collected will be kept

confidential and will be used for research purpose only. Thank you for your cooperation.

Section A: Personal Information

Put a tick [√] at the correct answer.

1. Sex [ ] Male [ ] Female

2. Age

21-30 31-40 41-Above

Education level

Certificate Diploma Degree Master PhD

3. Teaching experience:

a) Less than 2 years [ ] (c) Between 6 – 10 years [ ]

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d) 11 years and above [ ] (b) Between 3 – 5 years [ ]

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Section B: Perception

4. General Statement on Teachers’ remuneration in relation to job satisfaction

Put a tick [√] at the correct answer

Tick [√] one option

Satisfaction Level
Statement
Strongly Dis- Strongly
Agree Neutral
agree agree disagree
1. Teachers’ monthly salary is
sufficient enough to leave a
decent life in the society.
2. Teachers are paid in relation to
the amount of work they do.
3. Employers have a fair and
reasonable justice in staff’s
promotion and salary
advancement.
4. Teachers are receiving salary
at a right time.
5. Teachers are given transport
allowance.
6. Teachers’ income gives them
high status in the community.
7. Teachers are given house
allowances.
8. Teachers promotion is done in
a right time
9. When the promotion is done,
salary adjustments are delayed
for a long period of time.
10. There is unfair promotion
and favouritism from the
educational officials.
11. Teachers engage in other
economic activities to
supplement their salary.
12. The school has enough
houses for teachers.
13. Some of teachers are still
staying away from school in
rented houses due to insufficient
teachers’ house.
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14. The school has a conducive

teaching and learning
environment.
15. Teachers are happy with their
weekly teaching load.
16. Teachers are given
opportunities for upgrading
professionally.
17. Teachers work is duly
acknowledged by employers.
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Appendix II: Unstructured Interview Guide for Educational Officer in Tabora

Municipality (DEO)

1. How would you describe current levels of job satisfaction and morale for your

teachers in public secondary schools?

2. What has been done to improve teachers’ job satisfaction and remuneration by the

government?

3. What do you think will happen if teachers’ remuneration and job satisfaction is

not addressed effectively?

4. Do you normally pay teachers house, transport, and teaching allowance?

5. What can you say about teachers’ promotion?

6. Do teachers get their salary arrears in a right time?

7. In your opinion, are teachers paid their salaries in a right time?

8. What further actions are needed to improve teachers’ remuneration?

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Appendix III: Unstructured Interview Guide for Heads of Schools in Tabora

Municipality
1. As an institution leader, how do you take the issue of lack of enough staff quarters

in your school in relation to teachers’ morale of working?

2. In your school do teachers engage in some activities that supplement their salary?
3. Do you pay teachers extra duty allowance when they work beyond normal hours?
4. What kind of challenges do you face when teachers are not promoted on time?
5. In your opinion, do you think the delay of teachers’ salary arrears has any impact to

students’ academic performance?

6. Does the school offer tea and lunch to teachers?
7. As an institution leader, what do you do to your teachers when there is salary delay?
8. What initiatives do you take teachers’ salary arrears are paid?
9. What do you think should be done to improve teachers’ morale and work

performance?
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Appendix IV: Unstructured Interview Guide for Secretary of Teachers’ Service

Department in Tabora Municipality

1. What are the criteria used to promote teachers?

2. Do you think that teachers are aware of the criteria used for promotion?
3. Are there any disciplinary cases resulting from teachers’ poor remuneration?
4. What happens when teachers are not promoted on time?
5. What are the common reasons for teachers not to be promoted on time?
6. What do you do at municipal level to ensure there are no delays for teachers’

promotion?
7. Is there any secular that stipulates after how many years a teacher should be

promoted?
8. What should a teacher do if he/she is not promoted on time?
9. In your day to day activities, do you receive any complaints about favouritism on

teachers’ promotion?
10. What do you think should be done to improve teachers’ morale and work

performance?
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Appendix V: Unstructured Interview Guide for the Secretary for Teachers Trade

Union in Tabora Municipality

1. What do you normally do when teachers are not promoted on time?

2. What kind of challenges do you encounter in your day-to-day activities concerning

poor teachers’ remuneration?

3. What measures do you take to ensure that teachers are well remunerated?
4. How do you treat an issue of in-service training for teachers?
5. What measures do you take to insure that teachers’ salary arrears are paid on time?
6. What measures do you take to insure that many deductions from teachers’ salaries

are reduced?
7. What measures do you take when a teacher is denied opportunity for further studies

while he/she has all the qualifications?

8. What do you do when a teacher is expelled from his work due disciplinary cases

resulted from poor teachers’ remuneration?

9. What do you think should be done to improve teachers’ morale and work

performance?
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Appendix VI: Permission Latter from AMUCTA

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Appendix VII: Permission Letter from RAS

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Appendix VIII: Permission letter from MEO

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