Perceived self-efficacy and job satisfaction of primary school teachers in Dodoma-Tanzania

Swalehe, Ally Juma

dc.creator	Swalehe, Ally Juma
dc.date	2019-02-04T10:48:39Z
dc.date	2019-02-04T10:48:39Z
dc.date	2015
dc.date.accessioned	2022-10-20T14:15:23Z
dc.date.available	2022-10-20T14:15:23Z
dc.identifier	Swalehe, A. J. (2015). Perceived self-efficacy and job satisfaction of primary school teachers in Dodoma-Tanzania. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/570
dc.identifier.uri	http://hdl.handle.net/20.500.12661/570
dc.description	Dissertation (MA Education)
dc.description	This study explored the present status of self-efficacy and job satisfaction. It investigated the predictive power of three self-efficacy aspects on job satisfaction so as to come up with knowledge that can be used to enhance the quality of teaching and learning in primary schools in Tanzania. It also investigated the influence of personal background and school context variables on teachers' self-efficacy and job satisfaction. The study was guided by Bandura's (1977) Self-efficacy Theory and Herzberg (1959) Two-factor Theory of job satisfaction. Three hundred ninety two teachers (N = 392) from forty one (41) primary schools in Dodoma Urban and Chamwino districts located in Dodoma Region involved in this study. A cross sectional survey design and a mixed methods approach were adopted. Semi-structured interviews and questionnaires were used to collect data for the study. Data were analyzed and interpreted using descriptive and inferential statistics. The findings revealed that the participants were highly self-efficacious, but they had moderate level of job satisfaction. There was statistically significant moderate positive relationship between teachers' self-efficacy and job satisfaction. Self-efficacy in student engagement and self-efficacy in instructional strategies are the best predictors of teachers‟ job satisfaction, they account for approximately 15.5% of the variance in teachers' job satisfaction. Age had significant impact on only teachers' job satisfaction, but school context had an influence on both teachers‟ self-efficacy and job satisfaction. The findings suggest heads of schools to assess the school environment and change the situational constraints that they can control, that are impeding teachers' ability to perform their jobs and which lower their career satisfaction.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Job satisfaction
dc.subject	Self-efficacy
dc.subject	Primary schools
dc.subject	School environment
dc.subject	Tanzania
dc.subject	Career satisfaction
dc.subject	Teachers' self-efficacy
dc.subject	Teaching
dc.subject	Learning
dc.subject	Career satisfaction
dc.subject	Teachers
dc.title	Perceived self-efficacy and job satisfaction of primary school teachers in Dodoma-Tanzania
dc.type	Dissertation