Factors Associated with Teachers’ Motivation and Commitment to Teach in Tanzania

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dc.contributor.authorMkumbo, Kitila A. K.
dc.date.accessioned2016-03-10T08:15:41Z
dc.date.available2016-03-10T08:15:41Z
dc.date.issued2013
dc.descriptionFull text available at http://search.proquest.com/openview/51b01237d65c4665a42fb9e800d3d65a/1.pdf?pq-origsite=gscholar&cbl=786381en_US
dc.description.abstractThis study examined the level of teachers’ motivation and commitment to the teaching profession in Tanzania. The results show that the majority of teachers were motivated to join and stay in the teaching profession due to intrinsic, rather than extrinsic, factors such as intellectual curiosity and feelings of belongingness to learning community. The results also show that the majority of teachers have very low level of commitment to the teaching profession. For example, just about a third of the teachers surveyed reported that they would choose teaching profession if they were to consider choosing it again. The level of commitment to the teaching profession is associated with the school ownership category, whether a school is privately or publicly owned, and the level teaching qualification.en_US
dc.identifier.citationMkumbo, K.A., 2013. Factors Associated with Teachers’ Motivation and Commitment to Teach in Tanzania. Journal of Educational Sciences and Psychology, 3(1).en_US
dc.identifier.urihttp://hdl.handle.net/123456789/787
dc.language.isoenen_US
dc.publisherJournal of Educational Sciences and Psychologyen_US
dc.subjectteachers’ commitmenten_US
dc.subjectteachers’ motivationen_US
dc.subjectteaching professionen_US
dc.subjectTanzaniaen_US
dc.titleFactors Associated with Teachers’ Motivation and Commitment to Teach in Tanzaniaen_US
dc.typeJournal Articleen_US
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