The Influence of School Leadership Experiences and Working Environment on Teachers’ Job Satisfaction in Kilimanjaro and Pwani Regions, Tanzania: Leadership, Shared leadership, job satisfaction, working environment and Schools

Leadership, Shared leadership, job satisfaction, working environment and Schools

Abstract

This study explored the influence of school leadership and working
environment on teachers’ job satisfaction in Tanzania. The study was guided
by two questions: how school leadership influences teachers’ job satisfaction
and how the working environment influences teachers’ job satisfaction.
Herzberg’s two-factor theory guided the study. A mixed method approach
was employed where both qualitative and quantitative data were collected
and analysed using a concurrent research design in which. The study focused
on public secondary schools in Tanzania and involved 244 respondents who
were selected using a simple random sampling technique. questionnaires and
interviews were used in data collection for the study. Qualitative data were
analysed using content analysis while quantitative data were analysed using
descriptive and linear regression analyses . The study findings reveal that
school leadership influences teachers’ satisfaction with the job. Importantly,
the linear regression results revealed that teachers’ collaboration significantly
predicted commitment to the job (β=0.24, t (4, 239)= 3.77, p=0.000). the
findings imply that the increase in teachers’ collaboration in various school
matters stimulated their passion and engagement in school activities. On the
other hand, a safe working environment at school accounts for 51.5 per cent
in predicting teachers’ satisfaction with the job (p≤ 0.01). Therefore, collective
leadership and a conducive environment at school help in increasing
employees’ satisfaction with the job. It is recommended that school leaders
AJASSS Volume 4, Issue No. 1, 2022 page 2
should continuously be trained on collective leadership and improvement of
the working environment.