Dissertation (MA Education)This study examined the factors for job satisfaction among public secondary school teachers in Tanzania using Kongwa District as a case study area. The researcher used a purposive sampling strategy to get eleven schools involved in the study as well as convenience sampling strategy to get the required sample. Participants were 180 public secondary schools teachers. Mixed methods of data collection were employed. The data for the study were analysed using multiple statistical procedures: mean point value, standard deviation and t-test of significance. Results show that the three most influential intrinsic factors selected by nearly all respondents (N=177) were reaching one's potential and personal growth (80%), the opportunity for upgrading professional qualification (73%) and responsibility within the teaching job (62%). Extrinsic factors which ranked the highest were: fringe benefits (88%), job security and the working conditions (86%), recognition by others and by the superior (59%) and work itself (53%). Also, teachers are dissatisfied with the salary (88%), promotion opportunities (70%), fringe benefits (64%), workload (57%), job security and stability (55%) and training opportunity (53%). Generally, the study findings show that there was job satisfaction among public secondary school teachers in Kongwa District, but the degrees of satisfaction differed. Moreover, the results obtained showed that there were significant differences between teachers‟ job satisfaction and demographic variables.