Job Satisfaction as A Determinant of Continuance Commitment among Secondary School Teachers in Tanzania

Abstract

This study examined how job satisfaction determines continuance commitment among secondary school teachers in Tanzania. Two research objectives and two research questions guided the study. It employed a descriptive cross sectional survey design to collect data from 250 secondary school teachers from urban and rural areas in Arusha Region, Tanzania. Data was collected through a questionnaire and was analysed using descriptive statistics, an independent sample t-test, and regression coefficients, with the use of the Statistical Package for Social Sciences (SPSS), version 21. It was found that teachers’ age, sex, teaching experience, type of school ownership as well as school location contributed significantly to their continuance commitment. Social benefits, meaningfulness of teaching, job characteristics, administrative support and workplace condition are a source of teachers’ satisfaction in the teaching profession and their willingness to serve their employers. Teachers’ continuance commitment is sustained when they perceive that they are supported and valued. To increase and maintain teachers’ continuance commitment, employers should provide timely promotion, recognise and reward teachers and plan regular professional development programmes for them.

Keywords: Job satisfaction, continuance commitment, secondary school teachers, Tanzania.