Influence of Teachers’ Remuneration Package Items On Their Job Dedication in Public Secondary Schools in Arusha Region, Tanzania

Abstract

This study examined the influence of teachers’ remuneration package items on their job dedication in public secondary schools in Arusha region, Tanzania. The study was guided by Expectancy Theory by Vroom 1964. The researcher adopted convergent research design under mixed methods approach. The target population 5057 and the sample 513 respondents. Probability and non-probability sampling techniques were used to sample research participants. Data collection instruments were questionnaires, interview schedule and interview guides. Instruments were reviewed by five research experts in MWECAU and proved valid for the study. Reliability of the questionnaire were tested by using Cronbach’s Alpha Technique; while reliability of qualitative data was done by triangulation. Descriptive and inferential statistics were used to analyze quantitative data. Descriptive statistics summarized data into frequencies, percentages, mean scores. Inferential statistics Pearson Correlation was used to test the hypotheses. Qualitative data were thematically analyzed. The study found that no single item in teachers’ remuneration package was effectively offered by the employer and the status of teachers’ job dedication was below average. The study concluded that low level of teachers’ job dedication was due to ineffective provision of different items of teachers’ remuneration package. The study recommended the MoEST to offer effectively each item of teachers’ remuneration package consistently to induce teachers’ dedication to their job in public secondary schools in Arusha region, Tanzania.