Tanzania Teachers’ Union Motivation Strategies in Promoting Teachers’ Professionalism in Public Primary Schools in Nyamagana District, Mwanza – Tanzania

Abstract

This study examined the motivation strategies provided by the Tanzania Teachers Union to teachers, which influence teacher’s professionalism in public primary in Nyamagana District, Mwanza -Tanzania. The study was guided by Human Capital Theory developed by Gary Becker in 1964. The study adapted a mixed research approach and an embedded design. The study involved 111 participants. Both probability and non-probability sampling were used; stratified and simple random sampling ensured fair representation of male and female teachers, while purposive sampling selected school leaders and TTU officials for their expertise. Data were collected using questionnaires for teachers and semi-structured interviews with key officials. The instruments were validated and reliable, with a correlation coefficient of 0.956, and the reliability of qualitative data was based on trustworthiness. The researcher analysed quantitative data using descriptive statistics with the help of SPSS version 26 and qualitative data were organized into themes and analysed thematically. The findings found that teachers’ motivation and professionalism can improve if TTU sets up school-level rewards and recognition to value good work, explains its support efforts more clearly, and lets teachers share their views on what motivates them. It also shows that head teachers should encourage teamwork, peer support, and creativity in schools, even where resources are limited, to keep teachers engaged and motivated. The study recommends to strengthen motivation among teachers and improve professionalism, TTU should implement school-level rewards and recognition programs to appreciate outstanding teachers. These strategies can boost morale and inspire others to improve. Moreover, TTU needs to communicate its motivation efforts more clearly to its members, ensuring teachers understand how they benefit. Teachers should have power in shaping motivation strategies by sharing their preferences and needs. At the school level, head teachers should promote a culture of collaboration, peer support, and creativity, even in resource-limited environments, to keep teachers engaged and motivated.