Teachers’ Working Conditions And Their Job Satisfaction: The Case Of Selected Community Secondary Schools In Nachingwea District, Tanzania

ABSTRACT

This study mainly sought to assess teachers’ working conditions and their job satisfaction in community secondary schools in Nachingwea district, Tanzania. It employed a descriptive survey design, dominated by qualitative research approach and supplemented by some elements of quantitative research approach. The study was guided by Herzberg’s Motivation Hygiene Theory, and Adam’s Equity Theory. It was conducted in 4 community secondary schools in which 4 school heads were purposively selected and 24 teachers were randomly selected through lottery method, while the DEO was also purposively selected to make a total of 29 participants. Semi-structured questionnaire, semi-structured interview, and observation were used to collect data, which were analysed through Thematic Analysis and Statistical Package for Social Science (SPSS). Results from the study revealed that teachers worked under difficult conditions due to inadequate number of physical infrastructure, and shortage of teaching and learning facilities. However, the study revealed effects of working conditions, which imply job dissatisfaction. Teachers were dissatisfied with their job due to increases in living costs and other factors. Suggested ways for improving teachers’ working conditions to raise their job satisfaction included to ensure adequate number of schools’ physical infrastructure, to ensure availability of social services, and to ensure availability of sufficient teaching and learning facilities. The study recommended that district education officials should conduct regular meetings with teachers to listen to their problems, and emphasize on schools located in rural areas to improve teachers’ working conditions and raise their job satisfaction