Contribution of Inspirational Motivation on Teachers Job Satisfaction in Public Secondary Schools in Kagera Region, Tanzania

Abstract

This study aimed to investigate the Contribution of Inspirational Motivation on Teachers’ Job Satisfaction in Public Secondary Schools in Kagera Region, Tanzania. The study was guided by transformational leadership theory by Burns 1978 and was improved by one research question. A convergent research design under mixed research methods was employed. The target population was 201 public secondary schools, 201 heads of schools, 201 assistant heads of schools and 3631 teachers. Stratified random sampling and purposive sampling techniques were used to determine a sample of the study that consisted 216 of respondents. Questionnaire and interview guides used for data collection. Instruments validation was ensured by research experts and Cronbach Alpha was used to ensure the reliability of quantitative. Quantitative data were analyzed using descriptive statistics with frequencies, percentages and mean scores. Qualitative data were analyzed using thematic analysis. The findings revealed that heads of schools applied inspirational motivation which enabled teachers to satisfy in a moderate level. The study concludes that the heads of schools had skills on inspirational motivation which moderately improved teachers’ job satisfaction. The study recommended that heads of schools should be equipped with more knowledge and skills of inspirational motivation to encourage its contribution on teachers’ job satisfaction.