Working conditions and job satisfaction among private secondary school teachers in Arusha

Abstract

This study examines the relationship between working conditions and job satisfaction among teachers in private secondary schools. It investigates the effects of physical working conditions, leadership and supervision, as well as compensation and welfare, on teachers’ satisfaction and retention. A qualitative case study design was employed, using semi-structured interviews, observations, and document analysis. Participants included fifteen individuals comprising the District Education Officer, headmasters, and teachers from ten private secondary schools selected through convenience and purposive sampling. Findings reveal that inadequate facilities, outdated instructional resources, limited administrative support, and low compensation contribute to diminished job satisfaction and increased turnover. Supportive leadership, effective supervision, and clear communication were found to foster positive work environments. The study underscores the need for policy reforms to address disparities in salaries, enhance resource allocation, and improve school infrastructure. By addressing these gaps, education stakeholders can strengthen teacher motivation, retention, and overall educational quality.

Keywords: Administrative support; job satisfaction; leadership; private secondary schools; working conditions.