DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.0 Introduction
This part focuses on data presentation analysis and discussion of the findings in relation to the
purpose of the study. The prime objective of the study was to fulfill three main tasks namely to
examine how teachers’ low remuneration affects their teaching performance in public secondary
schools, examine the extent of job satisfaction among public secondary school teachers, examine
ways teachers apply to earn extra income to supplement their salaries and how that affects
teaching and learning in schools particularly in Tabora Municipality and Tanzania at large.

4.1 Demographic Information of the Respondents

The demographic information of the head teachers and teachers was based on their gender,
academic qualification and length of service in the current school and duration of teaching for
the head teachers and teachers. Demographic characteristics gave a clear understanding of the
respondents and institutions included in the study.

Table 4. 1: Characteristics of the Respondents

Variable Number/Frequency Percentage
Sex
Male 22 61
Female 14 39
Total 36 100
Age Groups
21-30 14 39
31 – 40 16 44
41 Above 6 17
Total 36 100
Education Level
Certificate education 0 00
Diploma education 14 39
Bachelor degree 13 36
Postgraduate/Master’s degree 8 22
PhD 1 3
Total 36 100
 Teaching Experience
Less than 2 years 4 11
Between 3 – 5 years 10 28
Between 6 – 10 years 13 36
11 years and above 9 25
Total 36 100
Source: Field data 2023

4.1.1 Respondents Categorized By Gender

Gender of the respondents’ analysis is presented in Table 4.1. The results show that respondents
at selected sales points, 61% of respondents were male while 39% of respondents were female.
From the study, it can be concluded that the number of males was high compared to the number
of females that participated in the study. This can be attributed by cultural issues that women are
not supposed to be educated, like men early pregnancies as well as early marriages are among
the factors which lead to this situation. This concurs with Allen and Velden, (2001). that women
who are not educated do not have the skills and knowledge to obtain higher wage-earning jobs.

4.1.2 Age of Respondents

The study revealed that the respondents are in different age categories. This is as indicated in
Table 4.1. That presents the age of the respondents. From the table 4.1 the results show that 39%
of the respondents were between 20-30 years old, 44% were between 31 -40 years old and 17%
were above 45 years old. This shows that majority of respondents are within the age group of 31
to 40 years. Thus, the majority of the respondents are young and energetic people who know
their mental and physical efforts to the organization. This is supported by the study done by
Baltes and Baltes, (1990). who observed that active aging reflects the desire and ability of many
to remain engaged in economically and socially productive activities while the risks of chronic
illness and disability increase or go with age.

4.1.3 Education Level of Respondents

The study has shown that a total of 14(39%) respondents had diploma level of education, 13
respondents equivalent to 36% had degree qualification, 8 respondents equivalent to 22% had
degree (Post graduate and Masters) qualification and 1(3%) had PhD. This shows that the
respondents have educational qualifications to perform duties but also to respond effectively to
the questionnaires that were provided. This support the study done by Sitthy, (2001) who said
that education level of an employee determines his/her ability in day to day activities.

4.1.4 Teaching Experience

The findings in Table 4.1 showed that 4 (11%) of teachers had worked in their current schools
for Less than 2 years, 10(28%) between 3 – 5 years, 13(36%) between 6 – 10 years and 9(25%) had
worked for11 years and above. Based on these results, it can be concluded that majority of the
respondents had worked at current stations long enough, so they had enough experience, and
were in a position to give useful insights into the analysis of the relationship between
renumeration and teachers job satisfaction.

4.2 The Effects of Teachers’ Low Remuneration to Learning Process

The first objective of this study was to examine how teachers’ low remuneration affects their
teaching performance in public secondary schools. To achieve this, teachers were requested to
indicate the extent of their observation at their respective schools on teachers’ remuneration and
job satisfaction. Eight items measuring how teachers’ low remuneration affects their teaching
performance on a five-point Likert scale were administered to teachers. The items measured how
teachers’ low remuneration affects their teaching performance in the aspects of teachers’
monthly salary, promotion, allowances, status in the community and amount of work they do.
Results are presented in the Table 4.2 below.

Table 4.2: Descriptive Data on Teachers’ Low Remuneration

Item Measured Strongly Agree Neutral Disagree Strongly

agree disagree
Teachers’ monthly salary is 1(3%) 3(8%) 6(17%) 11(31%) 15(42%)
sufficient to live a decent life in
the society
Teachers are given transport 1(3%) 2(7%) 1(3%) 9(25%) 23(64%)
allowance.
Teachers are paid in relation to the 3(8%) 2(7%) 4(11%) 16(44%) 11(37%)
amount of work they do
Employers have a fair and reasonable 2(7%) 8(22%) (11%) 13(36%) 9(25%)
justice in staff’s promotion and salary
advancement
Teachers are receiving salary at 14(39%) 15(42%) 3(8%) 3(8%) 1(3%)
the right time
 Teachers’ income gives them high 3(8%) 4(11%) 2(7%) 14(39%) 13(36%)
status in the community.
Teachers are given house allowances. 0(0%) 3(8%) 3(8%) 12(33%) 18(50%)
Teachers promotion is done in a right 1(3%) 6(17%) 4(11%) 10(29%) 15(40%)
time
When the promotion is done, salary 6(17%) 13(36%) 3(3%) 4(11%) 6(8%)
adjustments are delayed for a long
period of time.
There is unfair promotion and 4(11%) 20(56%) 7(19%) 2(7%) 2(7%)
favouritism from the educational
officials.
Source: Research data 2023

4.2.1 Teachers Salary

As indicated in Table 4.2, 26 of teachers (73%) are not satisfied with the salary they earn to live
a decent life in the society. Moreover, data reviewed from teachers’ salary slips indicated that
even though teachers were paid low salaries, the salary was subjected to high deductions. At the
end of the day, teacher’s take home was very minimal (see Table 4.3).

Table 4.3: Entrance Salary for Diploma and Degree holder and Deductions descriptions

Basic Diploma Deductio Tsh Degree Deductions Tsh

Salary ns
Tsh 432,0000/= Income 36,600/= 589,000/= Income Tax 68,532/=
Tax
PSPF 21,600/= PSPF 29,000/=
TTU 11,700/= TTU 11,700/=
NHIF 12,900/= NHIF 17,670/=
Net Income 349,200/= 462,200/=
after all
deductions
Source: Research data 2023

4.2.2 Teachers allowances

Research findings displayed in Table 4.2 indicated that 32 respondents (89%) either strongly
disagree or disagree with having access to transport allowances, teaching and house allowances.

4.2.3 Teachers promotion

Concerning the issue of delay of promotion, 105 teachers (93%) were very dissatisfied with the
delay of their promotion, favouritism in promotion process and salary adjustment after
promotion.

4.3 Job Satisfaction among Public Secondary School Teachers

The study sought to examine the extent of job satisfaction among public secondary school
teachers in Tabora Municipality. In this part, the participants were asked to indicate their level of
job satisfaction with each of the six items using the Five Likert Scale. Six aspects were used to
measure the extent of job satisfaction among public secondary schools (see Table 4.4).

Table 4.4 Job Satisfaction among Public Secondary School Teachers in Tabora
Municipality

Aspects measured Strongly Agree Neutral Disagree Strongly

agree disagree
The school has enough houses 1(3%) 4(11%) 9(8%) 8(22%) 20(56%)
for teachers
Some teachers are still staying 19(53%) 13(36%) 2(6%) 1(3%) 1(3%)
away from school in rented
houses due to inadequate
teachers’ houses
The school has a conducive 2(6%) 7(19%) 3(8%) 13(36%) 10(28%)
teaching and learning
environment
Teachers are happy with their 1(3%) 5(14%) 15(41%) 8(22%) 7(19%)
working load
Teachers are given opportunities 3(8%) 19(53%) 7(19%) 7(19%) 0(00%)
for upgrading professionally
Are teachers’ work duly 0(0%) 17(47%) 12(33%) 7(19%) 0(00%)
acknowledged by employers
Source: Research data 2023

4.3.1 Teachers’ houses

From the results in Table 4.4, 28 teachers (78%) disagreed with the statement that schools have
enough houses for teachers. Greater percentage 32 teachers (89%) agreed with the statement that
some of the teachers are still staying away from school in rented houses due to insufficient
teachers’ houses.
4.3.2 Teaching and Learning Environment
Regarding the issue of teaching and learning environment, data in Tables 4.3 indicate that 23
teachers (64%) disagreed with the statement that the school has a conducive teaching and
learning environment, while on the issue of work load data reveal that 15 respondents (41%)
were not happy with their working load.

4.3.3 In-service Training Opportunities

Data displayed in Table 4.4 on the issue of in-service training opportunities the information
indicate that 22 respondents (61%) agreed with the statement that teachers are given
opportunities for upgrading professionally.

4.4 Extra Income to Supplement Teachers’ Salaries

The study also sought to examine the ways teachers apply to earn extra income to supplement
their salary and how that affects teaching and learning in public secondary schools particularly in
Tabora Municipality. To achieve this, teachers were required to indicate their perceptions and
knowledge at their respective schools on the engagement of teachers in other economic activities
and how that affects teaching and learning.

Four (4) items measuring the ways teachers apply to earn extra income to supplement their salary
and how that affects teaching and learning on a five-point likert scale were administered to
teachers. The items included income, fringe benefits and salary package. The results are
displayed in Table 4.5.

Table 4.5: Extra Income to supplement teachers’ salaries

Aspects Measured Strongly Agree Neutral Disagree Strongly

agree disagree
Teachers engage in other economic 5(14%) 23(64%) 6(17%) 1(3%) 1(3%)
activities to supplement their salary
Some days I do not attend school 14(39%) 15(42%) 3(8%) 3(8%) 1(3%)
because I have to monitor my
business
I am satisfied with the bonus I 3(8%) 4(11%) 2(7%) 14(39%) 13(36%)
receive from my employer
 I feel comfortable with my income 4(11%) 20(56%) 7(19%) 2(7%) 2(7%)
Source: Research data 2023

4.3.1 Teacher’s engagement in extra activities

Findings displayed in Table 4.5 above indicate that 28 teachers (78%) engage in extra activities
to supplement low monthly salary that they earn. They declared that since their salaries are not
enough to meet their daily expenses they have opened other businesses so as to supplement the
little income they get. In connection to this, 29 respondents (81%) acknowledged that sometimes
they do not attend to school so as to monitor their businesses. Moreover, teachers declared that
they engage in other economic activities because they are not satisfied with fringe benefits they
receive from their employers as 27 teachers (75%) when they were asked if they are satisfied
with fringe benefits.

This situation was also revealed by heads of schools interviewed where 9 of them (90%)
declared that low salaries that teachers are paid do not meet minimum livelihood needs which in
turn forces teachers to engage in other economic activities and at the end of the day affects
students’ academic performance.

Basing on the findings above, teachers are not satisfied with the salary they earn. Teachers are
not provided with transport and house allowance. Teachers are also not comfortable with
favoritism process going on in the system. Their status is also seen to be very low, absence of
conducive teaching and learning environment, teachers are not given in- service trainings. All in
all, these factors contribute to poor performance because the teachers do not use all the time in
helping their students academically due to the problems facing them in their daily life.

4.4 Discussion of Data Findings

In this section, data are discussed according to the following sub-headings: -Teachers’ salaries,
allowances and promotion.

4.4.1. Teachers Salary

Findings in this study reveal that teachers were not satisfied with their salaries. Dissatisfaction
with the salaries brings about a lot of negative outcomes like poor performance which is caused
by the teachers’ absence at the working places due to the fact that they find some other
alternative for them to earn their livelihood. Even those who attend their periods do not work
willingly as those who work with salary satisfaction in other professions. Also, findings
discovered that teachers were not happy with high deductions which were imposed in the low
salaries that they earn which at the end of the day teachers’ take-home amount of the salary is
very little. This situation of deductions demotivates teachers working hard and as a result they
spend a lot of time doing activities out of their teaching profession and in a long run it impairs
students’ learning. The findings above concur with the findings by Davidson’s, (2005) which
revealed that teachers’ payments are insufficient to meet their basic needs, again Rust and Dalin,
(1990) claim that teachers are paid very low salary compared to the cost of living. They further
argue that this low payment cannot meet teachers’ basic expenditures. Moreover, HakiElimu and
TTU, (2004) argued that teachers are earning less than what is required for their human survival.
Additionally, the report of the study carried out by the Education International In six African
countries; during 2005 - 2006 fiscal years revealed that the Tanzanian public secondary school
teachers were more poorly paid than other teachers in other east African countries. Therefore,
this study found out that majority of teachers lack morale to teach because of low payment and
low remuneration which in turn lowers students’ academic performance.

Moreover, the findings of this study pointed out that teachers were not satisfied with payment
from their employers in relation to the amount of work they do. This implies that the amount that
was paid to them did not encourage them to perform their duties effectively so as to increase
students’ academic performance. These findings are supported by the findings of Sumra (2005)
which assert that teachers’ working loads are very big in public secondary schools yet they are
paid low salaries which demoralizes them. Teachers have to teach many subjects because of the
small number of teachers available.

This study also discovered that teachers were not happy because they were not receiving their
salary on time. This is because teachers in Tabora Municipality do not receive their payments
until after the 5th of the following month where the delay of teacher’s salary demotivates them.
Since payments were delayed, teachers were forced to borrow some money to overcome the cost
of living. Such loans require them to pay higher interests and for that matter teachers’ salary
continue to be unhelpful. This situation force teachers to teach very harshly, shallowly, and
unwillingly which in the long run affect students’ learning. This is affirmed by Sumra, (2003)
who argues that the Government had given a commitment that teachers will be paid on time on
the 25th of every month however teachers did not receive their payments until after the 5th of the
following month. Therefore, there is need to pay their salary on time so that teachers may be
motivated to concentrate on teaching activities and this will possibly improve teaching and
learning.

Furthermore, research findings reveal that social status of teachers is very low due to low salary
they earn which does not enable them to sustain their livelihood. Due to this low salary, teachers
are despised by both the students and the society in general due to hardship teachers get.
Psychologically, teachers are affected hence lack confidence before students because some
students come from far much better off families. Finally, the students cannot receive the
instructions from them because teachers are seen as the lowest class in the society which results
to low morale.

This finding concurs with Sumra’s 2005 which revealed that the perception of society towards
teaching profession is unfavorable also he added that historically, teaching was among the highly
respected professions in Tanzania in 1970s where teachers working in government- owned
schools were paid a reasonable salary and fringe benefits that enabled them to sustain their
livelihood. However, currently teachers are not respected by students and the society at large. In
addition, Bolin, (2007). supported by arguing that teaching is regarded a low paying profession
and due to these students respect teachers only when they are in the school surrounding.
Therefore, the findings of this study show that low status has affected teaching professions by
decreasing the morale of teaching. Due to the drop of teacher’s status, some of teachers have
engaged in other businesses. This leads to the shortage of teachers in secondary schools and
affect students’ learning.

4.4.2 Teachers’ Allowances

Research findings point out that teachers are not paid house allowances. This implies that
absence of house allowances leads to financial constraint to teachers, as they are forced to
depend solely on their salary. This situation affects their standard of living and causes multiple
socio-economic problems which have lowered their morale to perform their activities and
adversely result to students’ learning. For example, my contextual experience shows that a
monthly rent for a normal room in an urban area like Tabora Municipality ranges between Tsh
50,000-100,000/= depending on the quality and location of the house. This is a huge amount for
a teacher who earns a basic monthly salary of about Tsh 432,000/= (for diploma teachers) and
has a family to afford renting 2 or 3 rooms depending on the size of his or her family. This
finding is supported by Davidson (2005) who argued that the housing condition for teachers is
one of the major challenges they face. In both urban and rural areas, there are very few
government- owned houses to accommodate teachers. Very few teachers manage to build their
own houses. Teachers living in government-owned houses have to pay monthly rent while they
are not paid house allowances while the situation is contrary to workers in other professions who
are either paid housing allowances or stay in government or company-owned houses for free.
Therefore, it is seen that teachers experience difficulties with housing accommodation. So, they
have to stay in simple rooms which are congested according to their status because they are not
paid house allowance to enable teachers rent good houses for their accommodation.

In addition, the findings of this study point out that transport allowances are not given to
teachers. This affects them because they are forced to use a little amount of salary to pay for
transport and some of the teachers live very far away from the schools they teach. Hence, they
end up with hard life because their salaries are used to serve a lot of things which are supposed to
be served by the employer. So, when the teacher lacks money for transport, they always report
to school late. During this time, the students remain idle in their classes because most of the
teachers fail to attend their sessions on time. For this case, learners perform poorly in their final
examinations. The findings are supported by Sumra (2005) who argues that in most cases the
location of many schools is far from where teachers live, teachers are faced with extra expenses
for transport from their homes to schools hence they are not offered transport allowance by their
employers. In line with this, Latham, (1998) argues that teachers who arrive at schools as new
appointees feel insecure about transport allowances which affect their morale which leads to
poor students’ academic performance.
4.4.3 Teachers’ promotion
Findings indicate that there is favouritism in teachers’ promotion process also teacher’s
promotion are delayed. The bias makes the teachers to be demoralized because they are in the
same level and employed in the same year yet differ in salary scales. Teachers who remain in the
same salary scale for a long time, are discouraged especially in working efficiently. For example,
teachers who were employed in mid-2017 are still under salary scale of TGTS D1 which is the
scale for new employees. So, these teachers who face this situation of being in the same salary
scale for a long time, cannot work properly because of the grievances they have before the
employer. This finding is affirmed by Davidson (2007) which revealed that teachers are not
satisfied with how promotions are administered. He further argued that there has been favoritism
in selecting who to supervise regional, zonal and national exams, marking exams, attending in-
service training as well as promotion. Therefore, from the findings it implies that there is low
satisfaction level of teachers towards promotion from their employers hence this affects their
effectiveness in performing daily activities in schools.

Additionally, findings revealed that there was a delay of salary adjustment after promotion. This
implies that teachers are very dissatisfied with delay of salary adjustment after they have been
promoted hence this dissatisfaction level affects the performance in doing their work and in turn
affects students’ academic performance because of low morale of teachers in playing their duties.
This finding was supported by Sumra (2006:207) who revealed that teachers’ promotions were
often seriously delayed without clear reason and were inequitably awarded even among teachers,
and once promotions approved it still takes long time for salary to be adjusted. Therefore,
according to the findings the delay of promotion and delay of teachers’ salary adjustment of
payment was observed as among the factors which affects teachers’ motivation negatively and
decline teachers’ performance in teaching and learning process.

4.4.4 Teachers House

Findings revealed that majority of teachers were not satisfied with the situation housing for their
accommodation. This was due to that they are still staying far away from school in rented houses
due to insufficient teachers’ house which was expensive for them. The findings concur with
Davidson (2006) who argued that despite the fact that a number of teachers’ houses have
recently been constructed, the number of teachers living in school houses is small. Some of the
teachers are still staying away from school in rented houses, which are expensive for teachers
and also affect their attendance at school. In addition to that, the scarcity of teachers’ houses was
also noted by the PEDP Review Report of 2004 (URT, 2004) which revealed that many schools
visited had inadequacy number of teachers’ houses for both new and old teachers in rural and
urban areas. Therefore, this situation is likely to affect the provision of quality education as
teachers are not attracted to the areas where there is no provision of suitable incentives like
houses.

Moreover, data from the field indicate that teachers are not satisfied with teaching and learning
environment because it does not favours teachers in fulfilling their responsibility. For example,
inadequately of teaching and learning materials and poor school infrastructure which
demoralized teachers. The findings were supported by Davidson (2004:117) who explains that
one of the greatest complaints from students and teachers is inadequate textbooks at the ratio of
10:1, or even only 1 book for a whole class. Teachers often borrow textbooks from neighboring
schools for specific subjects due to total lack of such textbooks. The same issue of inadequate
textbooks and desks was justified by Knutsson (2005) who argued that the majority of
classrooms did not have enough desks as some pupils had to sit on the floor; desks were shared
by 3-4 pupils. Therefore, the work and living environment for many teachers is poor, which
tends to lower self-esteem and is generally de-motivating. Additionally, findings indicate that in
public secondary schools’ teachers are not satisfied with their work simply because the classes
are overcrowded and teachers are overloaded. These hinder the best teaching and learning
process due to the fact that a lot of students sit in the same classroom which makes the teacher
failing to manage or organize the class during the session. Sometimes teachers are given a lot of
periods which they cannot afford or manage to teach. This reduces the efficiency and morale of
work. The findings are supported by (Athman, 2004; Sumra, 2003; Knutsson, 2005; Davidson,
2004) who argue that large classes obstruct the proper delivery of education. For example,
Knutsson (2005:59) discovers that with congested classrooms (in Geita district where his study
was conducted), it was difficult for teachers to find individual pupil’s problems, hence weak
pupils were marginalized. Similarly, the Global Monitoring Report of 2005 (UNESCO, 2005a)
confirms that the very large class sizes observed in developing countries are not conducive to
adequate learning as quality will be at risk with the increase of teachers’ workloads which
demotivates them from working.

4.4.5 In-service Training

Research findings reveal that teachers are not provided with in-service training or professional
growth. This implies that teachers are not satisfied with the available opportunities for upgrading
their professions. This makes them irrelevant to the new syllabi which are changed after
completing their teachers’ colleges or courses. The results of this are the failure to facilitate the
lessons according to the syllabus and lack of effectiveness in working. This finding was affirmed
by Sumra (2006) which reveals that teachers are not provided with professional development
such as seminars and short courses to enable them to face new challenges and cope with new
developments especially in this era of globalization. In the same line (Nyirenda, 2013) argues
that the syllabus has been changing frequently, new topics have been introduced but in-service
trainings are not effectively administered to teachers. The findings also were supported by
Mosha (2004) who underscored that, due to limited opportunities for regular in-service training
and development programmes, teachers are unable to keep abreast with the development in
knowledge and innovations and more effective strategies for improving teaching and enhancing
pupils’ learning. Therefore, school administrators and supervisors must work hard to make sure
that they create both physical and psychological conducive environment for teachers to feel
happy and responsible before their students and other relevant activities of the schools like
preparation of schemes and lesson plans.

4.4.6 Teacher’s engagement in extra activities

The findings indicate that majority of teachers engage in other economic activities to supplement
the low salary paid by the employer. The engagement of teachers in such activities in order to
supplement their salary has great negative impacts to students’ academic performance. This is
due to the truth that some of the teachers stay at school for very few hours of working and the
rest of the hours are used by doing personal activities like domestic trades which are non-school
activities. It affects students because they are not taught throughout the school hours. This is
affirmed by Carron (1996) who argued that in most schools, low payment has forced teachers to
find additional sources of income in form of petty trading, part timing in other schools and
coaching. These secondary income activities have created divided attention and disloyalty to
teaching and thus impacting negatively on the quality of teachers’ performance.

Additionally, findings indicated that some of the teachers spent long time on their projects than
teaching activities. Some teachers asked some students to help them in doing those farm
activities because they do not have enough money to hire labours. This implies that engagement
of teachers in such activities in order to supplement their salary has adversely impacted on
students’ academic performance. This affects the teachers’ quality of instruction. The findings
was supported by Rajani (2006) who argued that teachers’ low salary forces them to do small
businesses in the school compounds in order to supplement their income, some of the businesses
done by teachers are: cooking buns, and preparing groundnuts and selling them to students and
staff during tea time. These finding agree with Temu (1995) who argued that teachers have been
adversely affected by their insufficient payment. They are forced by circumstances to engage in
sideline income generating activities, sometimes with encouragement from their school heads as
a way of motivation. Some of the activities include gardening, keeping of animals, and
cultivation of crops.

The results in this chapter are partly consistent with Maslow’s theory by Morgan (1986: 40), who
states that “employees are people with complex needs that must be satisfied if they are to lead
full and healthy lives and to perform effectively in the workplace.” He shows how Maslow’s
theory can be applied in workplaces. This implies that employees bring with them to the
organization their needs that require gratification, especially on the issue of payment, promotion
recognition and career development. Also, different study findings agree with the conceptual
framework that was developed to guide the study. In all, however, the study found out that
remuneration was necessary for high performance of teachers although in most cases teachers
were low remunerated.

4.5 Conclusions
This study examined the relationship between remuneration and job satisfaction among public
secondary school teachers in Tabora Municipality. Descriptive statistical technique revealed that
teachers were not satisfied with the salary they earn, promotion process, delay of salary and
allowances including transport and house allowances. This suggests that employers (Tanzanian
government) and society at large need to pay special attention to the improvement of teachers’
remuneration including (pay, fringe benefits, bonuses, promotion opportunities, promotion
process and procedures). The results are partly consistent with Maslow’s theory by Morgan
(1986: 40), who states that “employees are people with complex needs that must be satisfied if
they are to lead full and healthy lives and to perform effectively in the workplace.” This implies
that employees bring with them to the organization their needs that require gratification,
especially on the issue of payment, promotion, recognition and career development. Also,
different study findings (Papanastasious, 2006:245; Bakahwemama, 2010:93; Komba, 2008:68;
Rust and Dalin, 1990:151) agree with the conceptual framework that was developed to guide the
study which indicates that high teachers’ job satisfaction can be influenced by good payment,
promotion of teachers to the right time, attractive working conditions, good supervision,
cooperation of workers themselves and work itself. All in all, however, the study found that
remuneration was necessary for high performance of teachers although in most cases teachers
were not well remunerated.

Research findings revealed that teachers do not benefit from both monetary and non-monetary
remuneration. Moreover, 86% of the respondents indicated that salary was inadequate to meet
their needs arising from the cost of living. The inadequacy of the salary earned by public
secondary school teachers were emphasized by one head teacher. In addition, late payment of
salary is very common in Tabora Municipality. As a form of remuneration, therefore, salary is
insufficient to motivate teachers and raise their morale to perform the job efficiently. Besides,
non-monetary motivators such as teachers’ houses were available in some schools although not
all teachers had access to them in their respective schools. Based on the findings, it is fair to
conclude that teachers’ remuneration and job satisfaction was low and resulted to teachers’ low
morale and poor performance of their work.
Moreover, research findings indicate that majority of the respondents were not happy with the
responsibilities they performed, poor recognition and respect accorded to teachers by the
community and the challenging nature of the teaching profession.

Also, data revealed that majority of teachers were not satisfied with the situation of insufficient
number houses for their accommodation.

Additionally, the results from the field indicated that teachers were not satisfied with teaching
and learning environment because they did not favour them in their daily activities due to
inadequate teaching and learning material and poor school infrastructure.

Furthermore, the results revealed that in public schools teachers are not satisfied with their work
simply because the classes are overcrowded and teachers are overloaded.

In the aspect of career development, teachers were not happy simply because they were not
provided with professional development such as seminars and workshops in and out of the
school to enable them to face new challenges and cope with new developments especially in this
era of globalization.

The a researcher investigated ways teachers apply to earn extra income to supplement their
salary and how that affects teaching and learning in schools. The results revealed that majority of
teachers engage in other economic activities to supplement their low salary. The engagement of
teachers in such activities in order to supplement their salary has adverse impact on students’
academic performance. The study results suggest that job satisfaction is a multidimensional
phenomenon and thus administrators need to pay attention to multiple factors hence by doing
that teachers may stop engaging in extra economic activities so that they concentrate on teaching
and learning activities and in turn improve students’ academic performance. Based on the
research findings, therefore, the study concluded that the majority of the respondents were not
satisfied with their job due low esteem and recognition, lack of career development,
commanding control over other people in the community, the challenging and competitive nature
of the teaching profession and having realized their goal in life which was training the nation.
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