Alignment of Satisfiers and Work Performance Inspirations among Primary School Teachers in Tanzania

This study explored patterns of satisfiers and work performance among primary school teachers in the Tanzanian context. The proportionate stratified random sampling technique was used to select 381 primary school teachers. The study involved three districts situated in contrasting geographical locations in Dodoma region; East- Kongwa, North-Chemba and West-Dodoma Municipality. A five-point Likert scale questionnaire was used to collect data. For statistical analysis, the factor analysis technique was employed to reduce a large number of related variables to a smaller manageable number of dimensions. The location (i.e., the mean, median and mode), the scale (i.e., skewness) and shape (i.e., kurtosis) parameters were computed. The study revealed that teachers’ work performance is subjected to multiple satisfiers stemming from both financial and non-financial compensation. Financial factors understandably were topmost in galvanizing teachers to work at the optimal level (p≤0.05). Besides, satisfaction relates to psychological and school characteristics of co-worker behaviours, administrative support and some intrinsic facets of teaching. It is recommended that any agenda for the future of the teaching profession should weigh the balance of the tension between the satisfiers and dissatisfiers which release the brakes and press the accelerators of teachers’ work performance. With the current influx of enrolment into the fee-free basic education, a catalyst for teacher work performance is important if good quality education is to be realized. The Ministry of Education, Science and Technology should devise compelling, productive and effective education policies that are promising to teachers’ prosperity to attract indecisive bright young prospects and the best brains in the teaching profession