The Relationship Between Job Promotion and Individual Job Performance of Teaching Staff in Public Secondary Schools, Moshi District, Tanzania
Aims(s) – This study aimed to assess the relationship between job promotion and individual job performance of teaching staff in public secondary schools, in Moshi District, Tanzania. Design/methodology/approach –A study used a convergent parallel design under a mixed-method approach. The population...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Comenius University in Bratislava, Faculty of Management
2025-06-01
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| Series: | Journal of Human Resource Management |
| Subjects: | |
| Online Access: | https://www.jhrm.eu/20-the-relationship-between-job-promotion-and-individual-job-performance-of-teaching-staff-in-public-secondary-schools-moshi-district-tanzania/ |
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| Summary: | Aims(s) – This study aimed to assess the relationship between job promotion and individual job performance of teaching staff in public secondary schools, in Moshi District, Tanzania. Design/methodology/approach –A study used a convergent parallel design under a mixed-method approach. The population were 1145 public secondary school teachers and were selected randomly from sampled schools. A sample size of 173 teachers was deter-mined by Taro Yamane's (1967) formular. Questionnaires were administered to 173 public secondar school teachers and the interview guide was administered face-to-face to 10 Heads of Schools and 5 Ward Education Officers. Quantitative data were analysed through descriptive statistics with the aid of SPSS version 22 and presented in frequencies, percentages and CI (level of confidence), while qualitative data was analysed through contextual analysis. Findings – The findings of the study indicated that teachers underperform due to the lack of motivation through job promotion, based on the findings it was concluded that, there was a positive relationship between job promotion and individual job performance of teaching staff in public secondary schools, in Moshi District, the study recommended that the government should have a regular tendency to promote teachers as it was found to motivate teachers to perform better. Limitations of the study –There were few limitations, out of 61 public secondary schools in Moshi District are distance located and scattered and there are poor infrastructures that hindered reach out teachers in big number in which results unto reduce numbers of returned questionnaires. Also, there was a financial constraint issue during data collection in accomplish task of collecting data to all sampled teachers, however another limitation was time constraints, time was not enough collecting data and meeting deadline for submitting a manuscript to a journal and at university because teachers are only available during a certain period but fortunately the number of returned questionnaires were enough to proceed for analysis. Nevertheless, possible ways to overcome these limitations in future studies a researcher should be prepared well enough in terms of financial issues before go to field data collection to avoid fund run out, also researcher should choose a sample that is manageable and easy to reach out, and it is wise to use respondents who are available in time you need them for data collection to avoid having low return rate responses. Originality/value –The findings of the study are of importance by helping employers to improve teachers' job promotion for a better learning environment and facilitate job performance, However, the study is of benefit to schools, their board of management and any other organization by highlighting the appropriate promotion policies to employ that obvious improve individual staff’s job performance effectively. Likewise, the findings of this study help generate good education policy in the aspect of improving the quality of the education sector by employing good promotion strategies that teachers require, eventually, the study might be useful to others researchers who are interested in this particular field of study. |
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| ISSN: | 1335-3888 2453-7683 |