Factors influencing performance of university lecturers in Tanzania: Mediating role of job satisfaction

Worldwide, lecturers are considered as key drivers in the provision of quality education in higher learning institutions. This is because good performance of higher learning institutions depends mostly on the performance of lecturers. Using quantitative approach and underpinned by Herzberg Two-Factor Theory (1959), the current study investigates factors influencing the performance of university lecturers in Tanzania with main focus on recognition, responsibility and interpersonal relationships factors. Specifically, the study analysed the mediating role of job satisfaction in association with recognition, responsibilities, interpersonal relationships and job performance using a sample of 230 lecturers from one university in Tanzania. Data were collected through questionnaires. The results from the study indicated high levels of job satisfaction and performance among lecturers. Moreover, the results revealed that recognition, responsibility and interpersonal relationships have positive effects on the performance of lecturers. These findings support the Herzberg Theory (1959) and related studies, suggesting that increases in job satisfaction predictors improve performance. The results confirms that responsibility, recognition and interpersonal relationships factors have positive effects on lecturers’ performance when supported by a high level of job satisfaction. The study provides practical implications for administrators and policymakers in designing strategies to enhance job performance and satisfaction.