The Effect of Primary School Teachers’ Job Satisfaction on Their Work Performance in Kinondoni District, Tanzania

This study has determined how job satisfaction affects teachers’ performance in primary schools in Tanzania. The study was guided by a conceptual framework for which variables such as inputs, environmental process and output were analysed. It was adopted from Bronfenbrenner and Morries (1998) system model. The study employed qualitative approach with a descriptive design. Data used, were collected using a variety of techniques, a sample of one hundred and forty respondents were used. Two methods of sampling were utilized to sample the school. Purposive sampling and Stratified random sampling was applied. The study revealed that there was a very low level of satisfaction among teachers in terms of school supervision, communication feedback, availability of teaching and learning materials, school- parents relationship, teachers’ salaries, on job training, teachers promotion system (bar system), leave payment for teachers and the availability of public transport facilities. Data have also indicated that teachers’ attendance was negatively affected by the distance from their homes. Further, the bar system in salary scaling acts as promotion limit for teachers who have not gone for further training. Furthermore, teachers’ low job satisfaction had negative effect on teachers’ performance, student learning outcomes, teacher retention and absenteeism, and preparation of pupil’s reports. Basing on the study findings, it has been recommended that, the government should ensure that teachers’ rights are met without waiting for their reactions. Working conditions including teaching and learning facilities are supposed to be made available adequately at school. It is important for the community to support and participate in school development programmes. In addition to that, educational stakeholders should ensure teachers work as per government expectations.