This study examined teachers’ job satisfaction in Tanzania. It addressed one research question: what factors determine secondary school teachers’ job satisfaction? The study was conducted in eight secondary schools in two regions of Tanzania. It used focus group discussion as the data collection tool. Results show that teachers were satisfied by both monetary and nonmonetary incentives such as community support. They were pleased with fair remuneration packages that related to their labour input, opportunities for career development, a well-defined individual appraisal system, timely promotion, and requisite workplace conditions. The study also showed that teachers’ friendship and cooperation with coworkers and students as well as the respect of community members also enhanced their satisfaction in teaching. Also important to their satisfaction is their students’ success in and after school, which reveals the teachers’ sense of duty and responsibility. Teachers’ job dissatisfaction can lead to their search for other means to gain economically. It is recommended that care should be given to address teachers’ pertinent issues, especially salaries, workplace conditions, and timely promotion, to enhance teachers’ physical and mental attachment to their workplaces.

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This paper examined how parents' socio-economic status determined students' performance in English language in Tanzania secondary schools. Two research questions and two research objectives guided the study. The study was conducted in two randomly selected Regions in Tanzania Mainland. It employed a cross-sectional survey design to collect data from 350 students in sixteen secondary schools. Data was collected through a questionnaire and achievement tests and was analysed using both descriptive and inferential statistics to get frequencies, means, percentages, as well as Pearson's correlation and regression coefficients. It was found that students in Tanzania secondary schools had varying backgrounds in English language, which was determined by the type of primary school they had attended and the class at which they started to learn English language. The regularity of English language usage at home and school enhanced students' performance in English language together with parents' encouragement as well as material and moral support. It is recommended that parents' socio-economic status should not inhibit learners' exposure to English language learning. Also, parents, schools and government should protract English language teaching and learning through providing current textbooks as well as providing a favourable environment to learn and use English.

Writing a research article to any audience entails sharing findings the researcher has found while focusing on evidence-based results. It brings about new insights of research outcomes to add the latest knowledge, hence making the paper outstanding rather than becoming a collection of experts’ conveyed ideas. This paper reflected the way apprentice writers could learn how to communicate research findings to a wider audience, explaining their desire to focus on the work’s theme and structure to support the author’s knowledge claim in demonstrating personal views. The Literature Review section demonstrates the author’s ability to present ideas on what is written through positioning these ideas in the context of the study. It is organized in the context of the author’s central focus of the study. The Methodology segment of the article explains the research process regarding how data were collected and analysed, to form the basis of argumentation regarding new knowledge. The results section is organized in a clear and logical order. Key results are a central focus upon which the article is built. They are emphasized using visual elements and respondents’ direct quotes. The discussion section of an article depends on the nature of research findings. The writer embeds the data, methods and the literature to argue and strengthen the article’s claims using evaluative descriptions, considering the significance of earlier research findings in the context of new findings. The way results are presented and discussed in the article, gives the writer the basis to provide concluding remarks and recommendations in relation to research objectives.

Doctoral students across African Universities encounter negative and positive experiences in their interaction with their supervisors during the whole doctoral learning process. The doctoral students' well-being, competence attainment and studies timely completion depend on supervisors' active engagement and students' adaptability levels. This study explored the author's experience during the proposal writing stage of his doctoral study at the University of Dar es Salaam, Tanzania, drawing mainly on how the author was an active participant in doctoral learning. It addressed the question: how do doctoral students experience their supervisors' involvement in supervision during the proposal stage of their doctoral programmes? Quantity and quality of supervision significantly impact the doctoral experience. Information that was used to discuss and draw conclusions about the studied issue came from the author's recounting experience and from a critical review of various sources. It was found that supervisors were not involved in selecting students they supervised, which resulted to possibilities of a misfit between supervisors' expertise in the students' learning content area as well as methodology. It also led to supervisors' power relation conflicts based on seniority and methodological mismatch, to the learner's drawback and liminality. The learner's negotiation of the supervisors' relation led to a successful crossing of the threshold, contributing to the learner's academic and professional maturity. An efficient communication between doctoral students and their supervisors form an important facet to the triumphant and well-timed completion ofa doctoral journey.