Motivating Factors Influencing Public Primary School Teachers’ Performance in Tanzania: A Case of Mbogwe District

Omari Rajabu Idd & Flora Mercury Kiwonde
The Open University of Tanzania
Email: omaridd@gmail.com

Abstracts: The study investigated motivating factors that influence teachers’ performance in public primary schools following the implementation of the newly introduced policy of fee free education. The study was guided by Maslow theory of motivation which is usually known for its five fundamental needs of a person: physiological, security, affiliation, esteem, and self-actualization. The study adopted descriptive research design, employing a quantitative approach supported by qualitative approach. A total sample of 120 respondents participated in the study, of whom 20 respondents were head teachers and 100 respondents were ordinary teachers. The sample was obtained through simple random sampling and purposive sampling. The study found that motivating factors tend to influence teachers’ commitment to their teaching and learning processes, therefore promoting students’ academic performance. Thus, teachers’ positive motivation improves students academic performance and vice versa. Based on the study findings, the study recommends that the government should improve the working conditions for teachers in public primary schools through the following: improve working conditions by building more teachers’ houses with availability of services such as electricity and water, increasing teachers’ salaries and annual increments, timely teachers’ promotion, building of laboratories with equipment as well as provision of mobile laboratories to enhance effective teaching and learning process, improving classrooms conditions and teaching facilities to facilitate easy teaching-learning process and laying down primary school education policies that enhance teachers’ motivation.