Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania
International Journal of Secondary Education
Volume 6, Issue 3, September 2018, Pages: 46-53
Received: Sep. 25, 2018;
Accepted: Oct. 24, 2018;
Published: Nov. 12, 2018
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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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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.
Motivation, Teachers’ Performance, Education System, Tanzania
To cite this article
Abdulrahman Suleiman Abdulrahman,
Implication of Motivation Theories on Teachers Performance in the Context of Education System in Tanzania, International Journal of Secondary Education.
Vol. 6, No. 3,
2018, pp. 46-53.
Copyright © 2018 Authors retain the copyright of this article.
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