The Interplay of Primary School Teachers’ Job Satisfaction and Work Performance in Tanzania Public Service Management

Abstract

This study assessed the influence of job satisfaction on the work performance of
primary school teachers in public schools, using Mkuranga District Council as
a case study. Mixed method approach was employed in which data were collected
from a sample of 120 respondents. Quantitative data were analysed using
descriptive statistics, while qualitative data were subjected to content analysis.
The findings indicate a strong relationship between job satisfaction and teacher
performance, with 97% of respondents reporting that job dissatisfaction
adversely affects their effectiveness in public primary schools. The study further
reveals that a supportive work environment plays a critical role in enhancing
teachers’ morale and performance. Key factors influencing job satisfaction
include timely and adequate remuneration, a conducive working environment,
access to teaching and learning resources, a positive relationship between staff
management, and opportunities for professional development. Based on these
findings, the study recommends that the Ministry of Education, Science and
Technology (MoEST) strengthen policies aimed at improving teachers’ working
conditions, particularly by ensuring competitive salaries and timely payment of
allowances. Additionally, the study underscores the importance of sensitising
teachers about their professional rights and entitlements through regular
workshops and seminars. Beyond financial incentives, the findings emphasise the
need for holistic strategies that foster supportive school environments to
sustainably enhance teacher motivation and performance in public primary
schools.