Factors Associated with Teachers’ Motivation and Commitment to Teach in Tanzania

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dc.creatorMkumbo, Kitila A. K.
dc.date2016-03-10T08:15:41Z
dc.date2016-03-10T08:15:41Z
dc.date2013
dc.date.accessioned2018-04-18T12:18:39Z
dc.date.available2018-04-18T12:18:39Z
dc.descriptionFull text available at http://search.proquest.com/openview/51b01237d65c4665a42fb9e800d3d65a/1.pdf?pq-origsite=gscholar&cbl=786381
dc.descriptionThis study examined the level of teachers’ motivation and commitment to the teaching profession in Tanzania. The results show that the majority of teachers were motivated to join and stay in the teaching profession due to intrinsic, rather than extrinsic, factors such as intellectual curiosity and feelings of belongingness to learning community. The results also show that the majority of teachers have very low level of commitment to the teaching profession. For example, just about a third of the teachers surveyed reported that they would choose teaching profession if they were to consider choosing it again. The level of commitment to the teaching profession is associated with the school ownership category, whether a school is privately or publicly owned, and the level teaching qualification.
dc.identifierMkumbo, K.A., 2013. Factors Associated with Teachers’ Motivation and Commitment to Teach in Tanzania. Journal of Educational Sciences and Psychology, 3(1).
dc.identifierhttp://hdl.handle.net/123456789/787
dc.identifier.urihttp://hdl.handle.net/123456789/11209
dc.languageen
dc.publisherJournal of Educational Sciences and Psychology
dc.subjectteachers’ commitment
dc.subjectteachers’ motivation
dc.subjectteaching profession
dc.subjectTanzania
dc.titleFactors Associated with Teachers’ Motivation and Commitment to Teach in Tanzania
dc.typeJournal Article

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Department of Educational Psychology and Curriculum Studies