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This study intended to examine the influence of extrinsic motivation on the job performance of secondary school teachers in Shinyanga municipality. Specifically, objectives of this study were: (1) to examine the types of extrinsic motivation which influenced performance of secondary school teachers; (2) to explore the influence of extrinsic motivation on teachers’ job performance; and (3) to suggest the means of promoting extrinsic motivation on job performance of the teachers in secondary schools. The study was guided by Maslow’s Hierarchy of Needs theory and Hertzberg’s Two-Factor theory.
The study employed a Cross-sectional design in which both qualitative and quantitative research approaches were used. The study involved Municipal Secondary Education Officer, heads of schools, and teachers. Purposive and simple random sampling techniques were employed to select the sample of 61 respondents in this study. The questionnaire, interview, and focus group discussion were used to obtain relevant data. Thematic content analysis was employed for qualitative data whereas descriptive statistics were used to analyse data with quantitative elements. Also, the Statistical Package for Social Sciences (SPSS) software Version 16 was employed in the analysis of quantitative data.
The study found that secondary school teachers’ extrinsic motivation was affected by such factors as availability of accommodation, salary scales, promotions, in-service training, seminars, and workshops, availability of teaching materials, transport facility and allowances. Suggested strategies for promoting extrinsic motivation of secondary school teachers include provision of accommodation, adequate teaching facilities, allowances, adequate in-service training, seminars and workshops, job promotion and an increase in salaries. Implications of the findings of the study were policy amendment to enhance teacher motivation and the need for further research intervention, as efforts to enhance motivation among secondary school teachers in Tanzania. |
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