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The purpose of the study was to examine the impact of teachers' motivation on job
performance in Government secondary schools in Tanzania. Specifically, the study examined
the effect of teachers' fringe benefits on their job performance; investigated the impact of
teacher's remedial classes payments on Job performance; determined the effect of teacher's
remuneration on job performance and examined the effect of teachers’ promotion after their
studies to their job performance. The Maslow’s Theory of needs guided this study. The study
was carried out in four government secondary schools selected from Kahangara Division,
Magu District. Descriptive research design was used to collect data from the selected
population in which both quantitative and qualitative data collection approaches were
employed. A total of 115 respondents comprising head of schools, teachers and school board
members participated in the study. Questionnaires were used to collect data from teachers and
interviews guide were used to collect data from Head of Schools (HOS) and School Board
Members (SBM). SPSS version 20 package was used to analyze quantitative data in which
statistics such as frequency, percentage and figures were presented while content analysis was
used to analyze qualitative data. The study found that few schools do provide fringe benefits as
a way of motivating teachers. With respect to the findings, teachers’ promotion especially in
public secondary schools was to a large extent still a problem of major concern. However, there
was an influence of teachers' remuneration on the job performance. Therefore, motivation was
needed as a wheel hub for effective and efficient job performance. The study recommends that
school community members, school boards, society and government should provide motivation
to teachers to make them stay in their work station and deliver the service to their best level. |
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