This paper cover part of the larger survey undertaken in three public secondary schools in Dodoma,Tanzania abbreviated S1 (urban), S2 (semi-urban) and S3 (rural)

This study reports part of a larger survey that was conducted in three public secondary schools in Dodoma region, Tanzania. It was agreed by researchers and participating schools that school names will not appear in any publications but abbreviations (S1, S2 and S3). The purpose of this paper was to investigate the relationship and impact of job satisfaction dimensions (intrinsic and extrinsic satisfaction) on intention to leave among teachers in public secondary schools. Further, it explored levels of job satisfaction, intention to leave and whether demographic characteristics had impact on teachers' intention to leave level. Respondents were randomly selected through "instant invite and questionnaire take" technique and given self-administered questionnaire to fill. Statistical techniques (Correlation, Regression, t-test and ANOVA) were used to analyze and interpret results. Results indicated moderate general satisfaction, intrinsic satisfaction and extrinsic satisfaction meanwhile it showed high intention to leave in teachers. Results also revealed intrinsic and extrinsic satisfaction had significant negative relationship with intention to leave and intrinsic satisfaction indicated stronger prediction of teachers' intention to leave. While gender and location did not show differences in intention to leave mean scores, education and age revealed significant differences. Implications for responsible officials/agencies and strategies for improvement were discussed.

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The study was designed to investigate Constructs Independence; Normality; Reliability and Validity of Allen and Meyer's Questionnaire (1990) three constructs namely Affective, Normative and Continuous Commitment in Tanzanian data. It was purposively planned and conducted in two separate phases (Study 1 and 2). In study 1; Tanzanian data were tested if Allen and Meyer's Questionnaire (1990) yielded independent constructs. In study 2; tests for validity, reliability and normality levels were primary to the study. All tests came following solid theoretical background pertaining to how Hofstede (2001) cultural dimensions determine response styles, response bias and questionnaire response across cultures. A total of total of 104 and 214 respondents from Tanzanian Councils were involved in study 1 and study 2 respectively. Principal Component Analysis (PCA) indicated Meyers and Allen three scales were component of common constructs. Specified PCA models on the three scales showed significant results indicated by p< .05; and KMO greater than 0.6. and no loading variable was worse than 0.90. Similarly; Normality Analysis suggested data collected yielded normality; as combined graph produced Skewness (.265); Kurtosis (-1.427) and skewness value range between-.5 and +.5. Also; Cronbach Alpha Analyses indicated; data collected had Cronbach Alpha better than .70 the reliability minimum requirement scores in all three questionnaire constructs. Further; Confirmatory Factors Analysis revealed that Meyers and Allen Questionnaire yielded significant validity using fit indices RMR (Root Mean Square Residual), GFI (Goodness Fit Index), TLI (Tucker-Lewis Index), CFI (Comparative Fit Index) and RMSEA (Root Mean Square Error of Approximation). Thus, it was concluded that Meyers and Allen Questionnaire is reliable and valid for organizational commitment studies in Tanzanian context. Recommendations for reducing or eliminating questionnaire response bias to have better statistical analyses and estimations were included.

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