Labour Union Practices and its Influence on Performance of Teachers in Public Secondary Schools in Arusha District Council

Abstract

The labour practices may affect teachers’ performance either positively or negatively. The inability of teachers’ labour union to deliver its mandate has contributed in de-motivating teachers in their work performance. The study sought to; highlight the labour union practices in secondary schools and examine the influence of labour union practices on work performance of teachers in public secondary school in Arusha district. The study was guided by Social Action Theory by Bowey. The study used convergent parallel mixed method design whereby the study converges or merges quantitative and qualitative data in order to provide a comprehensive analysis of the study problem. Data were collected using the questionnaire, structured interview, and documentary review. The sample size consisted of 126 respondents. Reliability (r = 0.67) of the instrument was tested using Cronbach Alpha. Quantitative data was analysed using descriptive statistics in the SPSS version 20 and results were presented in tables of frequencies and percentages. Qualitative data was analysed thematically alongside research questions. The study reveals that Tanzania Teachers’ union (TTU) fights for teachers’ job security, defending their rights, participating in collective bargaining agreement on behalf of teachers and advocating for teachers’ salary increment. Moreover, the findings reveal that lack of teachers’ job promotions de-motivate them while conducive working environment inspires teachers. The study recommends that teachers need to support the union fully since the union’s strength is obtained through its membership, the teachers as the members of TTU need to join forces together and exhibit solidarity.