Exploring the paradox of public secondary school teachers joining pyramid scheme business: A case of Ilala district, Dar es salaam, Tanzania

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dc.contributor.authorMpwenku, Hedwick
dc.date.accessioned2024-03-11T09:48:25Z
dc.date.available2024-03-11T09:48:25Z
dc.date.issued2023
dc.descriptionDissertation (Education Management and Administration)
dc.description.abstractThis study explored the paradox of public secondary school teachers joining the pyramid scheme business a case of Ilala district, Dar es Salaam, Tanzania. Three specific objectives were used which were: to explore the factors influencing the public secondary school teachers to join the pyramid schemes business, to examine the regulatory framework for Pyramid Scheme's Business operation in Tanzania, and to explore the strategies to manage secondary school teachers from engaging in the pyramid scheme business. The study adopted a mixed approach method with explanatory sequential design. The study was conducted in Ilala Municipal council in Dar es Salaam region. The study’s target population was the public secondary school teachers, District Administrative Secretary (DAS), District Education Officer (DEO), Ward Education Officers (WEO), District State Attorney (DSA), District Business Officer (DBO), The Business Registration and Licencing Agency (BRELA) and Tanzania Revenue Authority (TRA) in Dar es Salaam region. The study used a sample size of 117 respondents picked using both probability and non-probability sampling techniques. The study used primary data in data analysis where, data were collected using questionnaires with close-ended questions designed in a 5-point Likert scale and supplied in a drop-and-pick method. Interview method with open ended questions was also used. Data were computed using SPSS and summarised in Tables where frequencies and percentages were used. In addition to that, data from interviews were also analysed in a narrative form. The results established that, low salary, the desire to get rich quickly, attracted by beautiful promises and rewards, influence from influential people and lack of awareness on how the PSB companies were being operated, and were among the factors which influenced teachers to join PSB as they were statistically significant. Moreover, the regulatory framework was found to have challenges in implementing the governing laws that prohibit such businesses to be conducted in the country. Lastly, the study found out that strategies like provision of education, improvement of teacher’s salaries, improving and revising laws on PSB and strengthening the supervision of PSB can be used to manage secondary school teachers from engaging in the pyramid scheme business. The study therefore concludes that, the teachers’ desire to improve their wellbeing is the answer to the paradox as to why most of the teachers join PSB. Similarly, the weakness in the regulatory framework has resulted into an increase in the number of the PSB companies in the country as their operations are seen to be legal. The study recommends education to be given on such business to increase awareness, meanwhile, the government should increase the level of inspecting, monitoring and enacting the laws available in the country to manage such companies and eliminate the financial and economic risks in teachers and the society at large.
dc.identifier.citationMpwenku, H. (2023). Exploring the paradox of public secondary school teachers joining pyramid scheme business: A case of Ilala district, Dar es salaam, Tanzania, (Master's Dissertation) The University of Dodoma.
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4209
dc.language.isoen
dc.publisherThe University of Dodoma
dc.titleExploring the paradox of public secondary school teachers joining pyramid scheme business: A case of Ilala district, Dar es salaam, Tanzania
dc.typeThesis
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