Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania

Abdulrahman Suleiman Abdulrahman; Xu Hui

doi:doi:10.11648/j.ijsedu.20180603.11

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Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania

Abdulrahman Suleiman Abdulrahman, Xu Hui

Published in International Journal of Secondary Education (Volume 6, Issue 3)

Received: 25 September 2018 Accepted: 24 October 2018 Published: 12 November 2018

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Abstract

Motivation is generally known as the desire of doing things. Apparently, it can be also interpreted as a desire to perform an action in various contexts. The purpose of this study is to examine the implication of motivation theories on improving the performance of teachers in the context of education system in Tanzania. This paper will discuss the current situation of the educational system in Tanzania as well as the factor that motivates teachers’ performance by relating with the motivation theories of Maslow's Need for Hierarchy and the Herzberg Motivation-Hygiene Theory. Furthermore, this study found out that, most teachers in Tanzania are less motivated, especially in terms of psychological factor which was explained in Maslow's theory. Nevertheless, this paper has discussed the importance of teachers’ motivation and enhances both intrinsic and extrinsic factors in order to balance the platform of apex motivation theories in Tanzania. Perhaps, this might increase the efficiency on teachers’ effectiveness and performance in Tanzania to improve the level of motivation. Lastly, the study recommended the Tanzanian government to prioritize, improve teachers’ benefits as well as emphasize on sustainable development to lift up the living standards in the rural areas, this will help to increase teachers’ motivation level as well as improve their performance.

Published in	International Journal of Secondary Education (Volume 6, Issue 3)
DOI	10.11648/j.ijsedu.20180603.11
Page(s)	46-53
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Motivation, Teachers’ Performance, Education System, Tanzania

References

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[2]	Moynihan, D. P., Pandey, S. K., & Wright, B. E. (2012). Prosocial Values and Performance Management Theory: Linking Perceived Social Impact and Performance Information Use. Governance, 25(3), 463–483. https://doi.org/10.1111/j.1468-0491.2012.01583.x.
[3]	Patti Swarts and Esther Mwiyeria Wachira (2010) ICT Report, http://www.gesci.org/assets/files/Knowledge%20Centre/Situational%20Analysis_Tanzania.pdf.
[4]	Rubagumya C. M (1991). Language promotion for educational purposes: The example of Tanzania. International Review of Education, 37:67-85. (p.76)”.
[5]	Ladislaus M. Semali and Khanjan Mekhta (2012), Science Education in Tanzania: Challenges and Policy Responses, International Journal of Educational Research 53 (2012) 225 236.
[6]	M. S. Farooq, A. H. Chaudhry, M. Shafiq & G. Berhanu (2011), Factors Affecting Students’ Quality of Academic Performance: A Case of Secondary School Level, Journal of Quality and Technology Management, page 01-14.
[7]	URT 2014, Basic Demographic and Socio-Economic Profile, 2012 population and housing Census.
[8]	Bhatia, K. and B. D. Bhatia (1997). The Principles and Methods of Teaching. International Journal of Educational Research cid: 271935.
[9]	Fred C. Lunenberg and Allan C. Ornstein (2010), Educational Administration, Concept and Practice, Sixth Edition.
[10]	Doaba. Sean McPheat (2010), Personal Confidence and Motivation, MTD Training& Venture ISBN 978-87-7681-665-0.
[11]	URT (1996), Ministry of Science, Technology and High Education, The Technical Education . And Training Policy in Tanzania.
[12]	Suleman Sumra & Rakesh Rajani (2006), Secondary Education in Tanzania, Key Policy Challenges.
[13]	Jamila M. Mruma, 2013, The Effect of Motivation Factors on Teachers’ Performance in Tanzania; A the Case of a Public Secondary School in Nyamagana District; Mwanza.
[14]	Kruti Dholakia-Lehenbauer, Euel Elliott, Bruc Cordell (2012), Economic rhythms, Maslow Windows and the new space frontier.
[15]	Enedy Mlaki (2014). Drawbacks of Cost Sharing in Secondary Education in Semi-Arid Areas in Tanzania: Experience from Manyoni And Dodoma Rural Districts. International Journal of Education and Research.

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Abdulrahman Suleiman Abdulrahman, Xu Hui. (2018). Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania. International Journal of Secondary Education, 6(3), 46-53. https://doi.org/10.11648/j.ijsedu.20180603.11

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Abdulrahman Suleiman Abdulrahman; Xu Hui. Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania. Int. J. Second. Educ. 2018, 6(3), 46-53. doi: 10.11648/j.ijsedu.20180603.11

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AMA Style

Abdulrahman Suleiman Abdulrahman, Xu Hui. Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania. Int J Second Educ. 2018;6(3):46-53. doi: 10.11648/j.ijsedu.20180603.11

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@article{10.11648/j.ijsedu.20180603.11,
  author = {Abdulrahman Suleiman Abdulrahman and Xu Hui},
  title = {Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania},
  journal = {International Journal of Secondary Education},
  volume = {6},
  number = {3},
  pages = {46-53},
  doi = {10.11648/j.ijsedu.20180603.11},
  url = {https://doi.org/10.11648/j.ijsedu.20180603.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20180603.11},
  abstract = {Motivation is generally known as the desire of doing things. Apparently, it can be also interpreted as a desire to perform an action in various contexts. The purpose of this study is to examine the implication of motivation theories on improving the performance of teachers in the context of education system in Tanzania. This paper will discuss the current situation of the educational system in Tanzania as well as the factor that motivates teachers’ performance by relating with the motivation theories of Maslow's Need for Hierarchy and the Herzberg Motivation-Hygiene Theory. Furthermore, this study found out that, most teachers in Tanzania are less motivated, especially in terms of psychological factor which was explained in Maslow's theory. Nevertheless, this paper has discussed the importance of teachers’ motivation and enhances both intrinsic and extrinsic factors in order to balance the platform of apex motivation theories in Tanzania. Perhaps, this might increase the efficiency on teachers’ effectiveness and performance in Tanzania to improve the level of motivation. Lastly, the study recommended the Tanzanian government to prioritize, improve teachers’ benefits as well as emphasize on sustainable development to lift up the living standards in the rural areas, this will help to increase teachers’ motivation level as well as improve their performance.},
 year = {2018}
}

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TY  - JOUR
T1  - Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania
AU  - Abdulrahman Suleiman Abdulrahman
AU  - Xu Hui
Y1  - 2018/11/12
PY  - 2018
N1  - https://doi.org/10.11648/j.ijsedu.20180603.11
DO  - 10.11648/j.ijsedu.20180603.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 46
EP  - 53
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20180603.11
AB  - Motivation is generally known as the desire of doing things. Apparently, it can be also interpreted as a desire to perform an action in various contexts. The purpose of this study is to examine the implication of motivation theories on improving the performance of teachers in the context of education system in Tanzania. This paper will discuss the current situation of the educational system in Tanzania as well as the factor that motivates teachers’ performance by relating with the motivation theories of Maslow's Need for Hierarchy and the Herzberg Motivation-Hygiene Theory. Furthermore, this study found out that, most teachers in Tanzania are less motivated, especially in terms of psychological factor which was explained in Maslow's theory. Nevertheless, this paper has discussed the importance of teachers’ motivation and enhances both intrinsic and extrinsic factors in order to balance the platform of apex motivation theories in Tanzania. Perhaps, this might increase the efficiency on teachers’ effectiveness and performance in Tanzania to improve the level of motivation. Lastly, the study recommended the Tanzanian government to prioritize, improve teachers’ benefits as well as emphasize on sustainable development to lift up the living standards in the rural areas, this will help to increase teachers’ motivation level as well as improve their performance.
VL  - 6
IS  - 3
ER  -

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Author Information

Abdulrahman Suleiman Abdulrahman

Faculty of Education, Southwest University, Chongqing, P.R. China
Xu Hui

Faculty of Education, Southwest University, Chongqing, P.R. China

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APA Style

Abdulrahman Suleiman Abdulrahman, Xu Hui. (2018). Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania. International Journal of Secondary Education, 6(3), 46-53. https://doi.org/10.11648/j.ijsedu.20180603.11

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ACS Style

Abdulrahman Suleiman Abdulrahman; Xu Hui. Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania. Int. J. Second. Educ. 2018, 6(3), 46-53. doi: 10.11648/j.ijsedu.20180603.11

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AMA Style

Abdulrahman Suleiman Abdulrahman, Xu Hui. Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania. Int J Second Educ. 2018;6(3):46-53. doi: 10.11648/j.ijsedu.20180603.11

Copy | Download

@article{10.11648/j.ijsedu.20180603.11,
  author = {Abdulrahman Suleiman Abdulrahman and Xu Hui},
  title = {Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania},
  journal = {International Journal of Secondary Education},
  volume = {6},
  number = {3},
  pages = {46-53},
  doi = {10.11648/j.ijsedu.20180603.11},
  url = {https://doi.org/10.11648/j.ijsedu.20180603.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20180603.11},
  abstract = {Motivation is generally known as the desire of doing things. Apparently, it can be also interpreted as a desire to perform an action in various contexts. The purpose of this study is to examine the implication of motivation theories on improving the performance of teachers in the context of education system in Tanzania. This paper will discuss the current situation of the educational system in Tanzania as well as the factor that motivates teachers’ performance by relating with the motivation theories of Maslow's Need for Hierarchy and the Herzberg Motivation-Hygiene Theory. Furthermore, this study found out that, most teachers in Tanzania are less motivated, especially in terms of psychological factor which was explained in Maslow's theory. Nevertheless, this paper has discussed the importance of teachers’ motivation and enhances both intrinsic and extrinsic factors in order to balance the platform of apex motivation theories in Tanzania. Perhaps, this might increase the efficiency on teachers’ effectiveness and performance in Tanzania to improve the level of motivation. Lastly, the study recommended the Tanzanian government to prioritize, improve teachers’ benefits as well as emphasize on sustainable development to lift up the living standards in the rural areas, this will help to increase teachers’ motivation level as well as improve their performance.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania
AU  - Abdulrahman Suleiman Abdulrahman
AU  - Xu Hui
Y1  - 2018/11/12
PY  - 2018
N1  - https://doi.org/10.11648/j.ijsedu.20180603.11
DO  - 10.11648/j.ijsedu.20180603.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 46
EP  - 53
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20180603.11
AB  - Motivation is generally known as the desire of doing things. Apparently, it can be also interpreted as a desire to perform an action in various contexts. The purpose of this study is to examine the implication of motivation theories on improving the performance of teachers in the context of education system in Tanzania. This paper will discuss the current situation of the educational system in Tanzania as well as the factor that motivates teachers’ performance by relating with the motivation theories of Maslow's Need for Hierarchy and the Herzberg Motivation-Hygiene Theory. Furthermore, this study found out that, most teachers in Tanzania are less motivated, especially in terms of psychological factor which was explained in Maslow's theory. Nevertheless, this paper has discussed the importance of teachers’ motivation and enhances both intrinsic and extrinsic factors in order to balance the platform of apex motivation theories in Tanzania. Perhaps, this might increase the efficiency on teachers’ effectiveness and performance in Tanzania to improve the level of motivation. Lastly, the study recommended the Tanzanian government to prioritize, improve teachers’ benefits as well as emphasize on sustainable development to lift up the living standards in the rural areas, this will help to increase teachers’ motivation level as well as improve their performance.
VL  - 6
IS  - 3
ER  -

Copy | Download