Browsing by Author "Mwita, Sospeter"

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The Influence of School Leadership Experiences and Working Environment on Teachers’ Job Satisfaction in Kilimanjaro and Pwani Regions, Tanzania
(Tanzania Institute of Accountancy, 2022-06) Mwita, Sospeter; Hassanal, Issaya
This study explored the influence of school leadership and working environment on teachers’ job satisfaction in Tanzania. The study was guided by two questions: how school leadership influences teachers’ job satisfaction and how the working environment influences teachers’ job satisfaction. Herzberg’s two-factor theory guided the study. A mixed method approach was employed where both qualitative and quantitative data were collected and analysed using a concurrent research design in which. The study focused on public secondary schools in Tanzania and involved 244 respondents who were selected using a simple random sampling technique. questionnaires and interviews were used in data collection for the study. Qualitative data were analysed using content analysis while quantitative data were analysed using descriptive and linear regression analyses . The study findings reveal that school leadership influences teachers’ satisfaction with the job. Importantly, the linear regression results revealed that teachers’ collaboration significantly predicted commitment to the job (β=0.24, t (4, 239)= 3.77, p=0.000). the findings imply that the increase in teachers’ collaboration in various school matters stimulated their passion and engagement in school activities. On the other hand, a safe working environment at school accounts for 51.5 per cent in predicting teachers’ satisfaction with the job (p≤ 0.01). Therefore, collective leadership and a conducive environment at school help in increasing employees’ satisfaction with the job. It is recommended that school leaders AJASSS Volume 4, Issue No. 1, 2022 page 2 should continuously be trained on collective leadership and improvement of the working environment.
Quality Assurance Practices in the Time of COVID 19: What Works in Tertiary Institutions in Tanzania
(African Journal of Accounting and Social Science Studies (AJASSS), 2022-12-31) Mwita, Sospeter; Hassanal, Issaya; Amuli, Alphonce J.
Despite natural disasters like COVID-19, tertiary institutions around the world should be more responsive and use a proactive approach to quality assurance. The COVID-19 eruption halted the operation of normal classrooms. Teaching was done from home, although many teachers were not aware of online facilitation. The current study examined the practice of quality assurance in Tanzanian tertiary institutions following COVID-19 eruption from 2020 to 2021. To achieve this, the study adopted a mixed-methods approach with the help of a sequential explanatory research design. The study involved 113 respondents, obtained randomly from four tertiary institutions. The study adopted an automated questionnaire and semistructured interviews for collecting data from the respondents. The two methods of data collection enabled the gathering of voluminous information with little bias. The data were analysed descriptively and by using content analysis for qualitative data. Results from this study revealed that both external and internal mechanisms were adapted to varying degrees in the practice of quality assurance amid COVID- 19. They also reveal that some tertiary institutions have adopted a blended online mode of teaching and learning. However, it was not successfully implemented because most tertiary institutions lacked the necessary resources and personnel to use digitalisation in teaching and learning. According to the study, digitalisation quality assurance systems should be improved further to overcome the current situation and the future effects of unpredictable disasters. Furthermore, higher education institutions must improve open and remote e-communication between tutors and students.