Abstract: This study aimed to investigate the obstacles encountered by school administrators in enhancing teacher job satisfaction within Public Secondary Schools in Singida, Tanzania, employing a mixed-methods approach with a convergent parallel research design. A total of 145 participants, including one District Secondary Education Officer, five school principals, one Quality Assurance Officer, and 138 teachers, were engaged in the research. Data collection involved the use of questionnaires and interviews, and subsequent analysis encompassed both quantitative analysis using SPSS version 20 and thematic analysis. The findings unveiled a myriad of challenges faced by school administrators in their pursuit of ensuring teacher job satisfaction, encompassing issues such as poor working conditions, inadequate teaching resources, insufficient supervision, absence of teaching allowances, limited funds for teacher motivation, lack of government support, and uncooperative teachers. These challenges were attributed to the failure of various education stakeholders, including the government, teachers, and school administrators, to fulfil their respective responsibilities. To address these challenges, the study proposed solutions, including regular in-service training for school administrators, the establishment of teaching allowances, the construction of additional staff housing, fostering positive teacher relationships, and cultivating an optimal teaching environment.