A study of teachers’ self-efficacy and job satisfaction of secondary School teachers in Tanzania: A case of selected ward based secondary schools in Kilombero district
| dc.contributor.author | Gundala, Faustin | |
| dc.date.accessioned | 2020-01-06T09:23:57Z | |
| dc.date.available | 2020-01-06T09:23:57Z | |
| dc.date.issued | 2015 | |
| dc.description | Dissertation (MA Education) | en_US |
| dc.description.abstract | This study investigated the current perceptions of ward based secondary school teachers on their job satisfaction in selected ward based secondary schools of Kilombero District. It also, examined the aspects of teachers self-efficacy that positively and negatively affect teachers job satisfaction. A total of 55 respondents participated in the study. Among them, 24 teachers and 24 students were included through simple random sampling technique. Additionally, 6 heads of ward based secondary school and the District secondary education officer were included through purposive sampling technique. Questionnaire, semi-structured interviews, focus group discussion, documentary review were the main data collection instruments. The analysis of the quantitative data was carried out and presented by frequencies, percentages and mean using Statistical Package for Social Sciences (SPSS 16.0). The data gathered through qualitative approach were analyzed thematically and presented through descriptions along with the results obtained through quantitative analysis. The findings showed that a reasonable salary, timely promotion, school based teacher professional development and students academic achievement could make teachers to be satisfied with their job. Furthermore, strengthening collaboration and collegiality, lesson preparation and follow-up of teachers classroom practices, effective use of teaching-learning materials and teachers support from school management are crucial aspects to enhance teachers self-efficacy which in turn brings high level of job satisfaction. Based on the findings, it is recommended that ward based secondary schools and Kilombero District Education Department should provide necessary teaching-learning materials, regular in-service training, effective supervision and teachers support; and fair incentives and benefit to teachers by mobilizing the local community to support education. | en_US |
| dc.identifier.citation | Gundala, F. (2015). A study of teachers’ self-efficacy and job satisfaction of secondary School teachers in Tanzania: A case of selected ward based secondary schools in Kilombero district. Dodoma: The University of Dodoma | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/1840 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Job satisfaction | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Secondary school | en_US |
| dc.subject | Kilombero | en_US |
| dc.subject | Teachers‟ self-efficacy | en_US |
| dc.subject | Learning materials | en_US |
| dc.subject | Local community | en_US |
| dc.subject | Education support | en_US |
| dc.title | A study of teachers’ self-efficacy and job satisfaction of secondary School teachers in Tanzania: A case of selected ward based secondary schools in Kilombero district | en_US |
| dc.type | Dissertation | en_US |