Perceived Job satisfaction and its impact on Organizational Commitment: An empirical study of public secondary school teachers in Dodoma, Tanzania

Abstract

This paper cover part of the larger survey undertaken in three public secondary schools in Dodoma, Tanzania abbreviated S1 (urban), S2 (semi-urban) and S3 (rural) as an agreement with respective schools. The study determined general satisfaction, intrinsic satisfaction, extrinsic satisfaction and organizational commitment levels in public secondary school teachers. The relationship between intrinsic satisfaction, extrinsic satisfaction and organizational commitment was explored meanwhile the impact of selected demographic characteristics (age, education and gender) on teachers organizational commitment scores were sorted out as well. Data were collected using self-administered questionnaire and backed up with basic interviews. Results indicated moderate general, intrinsic and extrinsic satisfaction in teachers meanwhile teachers reported very low general organizational commitment. The study also found that there was strong, positive correlation between intrinsic satisfaction and organizational commitment while it revealed medium, positive correlation between extrinsic satisfaction and organizational commitment. It was evident that both intrinsic and extrinsic satisfaction made unique contribution on teachers' organizational commitment variations while intrinsic satisfaction showed strongest contribution. There was no statistically significant difference in teachers' organizational commitment associated with gender, educational level and age groups though younger teachers showed slightly lower commitment than older groups. Implications and strategies for improvement relevant to school managers, educational stakeholders and Government were produced. Keywords-Extrinsic satisfaction, general satisfaction, intrinsic satisfaction, job satisfaction, organizational commitment, Tanzania