Effects of Education Policy on Job Satisfaction for Secondary School Teachers in Same District

The purpose of this study was to investigate the effects of education policy on job satisfaction for secondary school teachers in Same District. Specifically, the study intended to examine elements in the 1995 national Education and Training Policy (ETP) on job satisfaction to secondary school teachers; to assess perceptions of secondary school teachers on their job satisfaction; and to evaluate general views of community about secondary school teachers’ job satisfaction. The study was qualitative in nature and was supplemented by quantitative approach. The data were collected through questionnaire, interviews, observations and documentary review. However, secondary sources such as written materials like books were also used to collect data to supplement primary sources. A sample of 132 (N=132) respondents were surveyed in Same District. The descriptive statistics techniques revealed that teachers were significantly dissatisfied with both monetary and non-momentary incentives. Furthermore, the study revealed that, except location of schools there were no significant differences in teachers’ job satisfaction in relation to other aspects of demographic data. The study shows that the unfulfilled strategies of the 1995 ETP on teachers’ working conditions were one of the factors that demoralize secondary school teachers in the District. This study proposes that national Education Policy makers should make strategies that the government can meet in the near future. Again, both policy makers and implementers of the policy should rely on Maslow’s theory of need to motivate secondary school teachers to the level of self-actualization. Furthermore, all schools should be self-sufficient in teachers’ houses and classrooms; and teachers in difficult living condition should be paid hardship allowances as stated in the policy.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University of Tanzania

Year dc:date.issued

2013

Author dc:creator

• Elinihaki, Timotheo

• 370 Education

Language dc:language

en