Exploring Teachers’ Motivational Factors and Their Influence on Instructional Practices in Public Primary Schools in Dodoma

Merystela Majaliwa & Upendo P. Biswalo
St John’s University of Tanzania, Dodoma
Email: majaliwamerystela@gmail.com

Abstract: Studies conducted globally have shown that motivated teachers play a crucial role in enhancing students’ academic achievement, as they hold the primary responsibility for imparting knowledge and skills to learners. In one hand, when teachers are satisfied, they become more productive and can influence learners’ achievement. On the other hand, when teachers are de motivated, it has a profound impact on the quality of teaching and learning, often manifesting I, n reduced classroom engagement, lower instructional effectiveness, and diminished commitment to professional responsibilities. This study, therefore, explored factors influencing teachers’ motivation in public primary schools in Dodoma district, Dodoma region. Employing a qualitative approach, data were collected through interviews with heads of schools and teachers, and observations. The study’s findings have revealed salary increase, timely payment of teachers’ allowances and arrears, promotion of teachers, good working environment, and teacher recognition, were reported as factors that can influence their
motivation and instructional practices. The study recommends that the government should improve teachers’ working environments, increase salaries, and ensure timely payment of arrears. It also suggests regular promotions and teacher recognition to boost morale, enhance effectiveness, and improve the quality of education in public primary schools in Dodoma Region.