CONTRIBUTION OF LOCAL GOVERNMENT AUTHORITIES IN PROMOTING TEACHER’S MOTIVATION IN SECONDARY SCHOOLS IN MTWARA MIKINDANI MUNICIPALITY

STELLA MARIS MTWARA UNIVERSITY COLLEGE

                                                          (STEMMUCO)

      (A constituent College of St. Augustine University of Tanzania)                

FALCUTY OF EDUCATION

CONTRIBUTION OF LOCAL GOVERNMENT AUTHORITIES IN PROMOTING TEACHER’S MOTIVATION IN SECONDARY SCHOOLS  IN MTWARA MIKINDANI MUNICIPALITY

BY

KELVIN O OSWARED

STE/BAED/163145

CHAPTER ONE

GENERAL BACKGROUND

1.0 introduction

This chapter consists of the background of the study, statement of the problem, objectives of the study, research question, significant of the study, scope of the study, definition of key concepts

1.1background of the study

Local government authorities were established for the purpose of bringing the government closer to the people for development purposes. Tanzania has a long history of local governments, starting with the native Authorities Ordinance in 1926 which gave powers to local authorities to function on behalf of the central government. Establishment of these local authorities aimed at providing better government services to the people. During colonial period, financial base for local government was poor; revenue collection was low because of difficulties in tax collection and changing relationships with the central government. The local government system was adopted even after independence of Tanganyika 1961 (Warioba and Moses, 1999).

However, there was a ten year break (1972-1982) as local government were abolished and replaced with a direct central government rule (Warioba and Moses, 1999). Nyerere in 1972 observed that with other reasons that escalated the abolishment of local government in 1972, local authorities were accused of mismanagement of funds that they collected and funds directly given by the central government. It is during this period between 1972 and 1982 that there was rapid deterioration of conditions in urban areas. Primary and secondary schools lacked text books. (Warioba and Moses, 1999).

In sub-Sahara Africa, teacher’s motivation is low and it has been detrimental to the quality of education .In sub-Saharan African countries  in particular the  material and psychological needs of teachers are not being met .The overall levels of occupational status ,job satisfaction  pay and benefits ,recruitment and deployment , attrition and absenteeism are the main contributor (world bank report ,2004).

The 2000 EFA country, assessment for sub-Sahara countries, noticed that poor teacher motivation is a ‘colossal problem’’ which is seriously compounded by political interference.

Teachers’ motivation has become an important issue given teachers responsibility to impart knowledge and skills to learners. It is argued that satisfied teachers are generally more productive and can influence students’ achievement. Motivation guide people’s actions and behaviors towards achievement of some goals (Analoui, 2010).

Consequently, standards of professional conduct and performance are low and falling in many Africa countries .The motivation of teachers helps to retain teachers to their work areas and it includes materials and psychological needs as pay on its own does not increase motivation among teachers

According to Massawe (2009), a potential crisis in the teaching profession threatens the ability of national governments to reach internationally agreed targets to expand and improve quality of education .promotion criteria are also still based largely on qualifications and years of service

Mbwambo( 2009),argues that  Both good and bad teachers get promoted together .teachers are seriously underpaid and this ,more than anything else, is the key factor undermining teacher’s morale and motivation .teachers may be highly committed on attaining the school learning goals , but they may lack the necessary competencies to teach effectively ,which ultimately becomes demoralizing and  demotivating

In Tanzania teachers’ motivation problem in secondary school is more severe in public than private schools because in private schools they are well organized in case of motivation through psychological and materials motivation,  so thus why performance  of the private  schools is high  compare to the government schools, where they  lack those individual needs as motivation like the private schools ,through that kind of the motivation between government and private schools brings about varieties performance of those schools in private school are given enough wages , they are improved their  insurances ,they are given  good teaching accessories ,good environment teaching and  learning but also good care of the individual while in school or outside the school and giving them reward for those who work well  in  their classes but these kind of  motivation are not produced in public  schools which found  in the rural or out of the town  .Learning  achievements can mainly be determined in classroom by motivated  teachers who plan for teaching , put into practice what they have leaned .Teachers motivation is however a critically ignored factors at all levels of policy choices (Ndawi,2007)

1.2 statement of the problem

Poor motivation on the part of teachers is still increasing in Mtwara- Mikindani as in most other parts of Tanzania despite of the fact that Mtwara has many higher learning institutions, colleges and university that work to assess  education in  Mtwara- Mikindani municipality   but the problem of poor teachers motivation in Mtwara is still high

 Poor teacher motivation is a growing problem that has been described by many development and education actors in Tanzania as a dangerous and ticking time bomb in education that could explode any time in the near future. For knowing this disaster , local government authorities  play a great role of fighting effectively  in order to struggle to increase teachers motivation in secondary schools through giving morals ,compensation and strategies in order to continue for their previously  efforts to develop  their efficiency  at work  and improves academic performances in secondary schools , improving their housing which are modern , giving them loans. Despite of these efforts, the problem is still developing day to day in the public secondary schools that may create a disaster for the future generation Mkumbo. (2010)

Poor motivation among teachers is drawing great attention among politicians, civil society organizations (CSOs), the government, non - governmental organizations (NGOs) and other stakeholders. Despite all these dimensions of the problem, the intervention of local  government authorities to address motivation among secondary school teachers is not yet clearly defined .(Analoui, 2010).

Mtwara- Mikindani municipality is not exceptional in teachers public secondary schools  are faced with this problem of poor motivation too  .A revelation sourced from the yet-to-be released report prepared by a commission of inquiry into the 2012 national Form Four examinations mass failure cites lack of motivation among teachers as one of the reasons for poor performance of public secondary schools (Sifuna and Sawamura, 2010)

This study intends to find out the contribution of local government authorities in addressing public secondary teachers’ schools motivation in Mtwara- Mikindani. .

1.3.0 Objectives of the study

The objectives of the study are categorized into general objective and specific objectives as follows;

1.3.1 General objectives

The general objective of the study is to evaluate the contribution of local government authorities in addressing teacher motivation in public secondary schools in Tanzania by using Mtwara- Mikindani Municipality in Mtwara region as a case study.

1.3.2 Specific objectives

The specific objectives of the study are

1.      To investigate role played by LGAs in promoting and sustaining motivation of secondary’s school teachers in Mtwara Mikindani Municipality

2.      To investigate challenges facing LGAs in promoting motivation of secondary school teachers in Mtwara Mikindani Municipality

3.      To explore possible measures that LGAs can undertake to promote motivation of secondary school teachers in  Mtwara Mikindani

1.4 Research Question

Based on research specific objectives specified above, the study has the following research objectives;

1)      What is the role played by LGAs in promoting and sustaining the motivation process of secondary school teachers in Mtwara - Mikindani

2)      What are the challenges facing  Mtwara- Mikindani in promoting motivation to secondary school teachers

3)      What measures should LGAs  undertake to promote secondary school teacher’s motivation in Mtwara- Mikindani Municipality

1.5 significance of the study

The purpose of the research is to increase and expand knowledge and understanding to researchers  on whether LGAs have any contribution to the improvement and stimulate teacher’s motivation , Not only that but also result that will be obtained through study may be used by local government authorities in planning and implementation of policies related to secondary school teachers motivation .Further  ,the findings of this study are intended and deserved to be useful to policy makers ,academicians and other stakeholders interested in improvement of learning in the education sector

1.6 scope of the study

The study focused on the promoting teachers motivation in secondary school in Mtwara -Mikindani municipality .This meant primary and advance level were not part and parcel of the study sample .The study involved government schools only which are under government control .this selection of government schools is due to the high number of government secondary schools in Mtwara Mikindani municipality .these schools includes Shangani secondary, Chuno secondary, Bandari secondary Sabasaba secondary schools, Mtwara girls , Mtwara tack

1.7 DEFINITION OF KEY TERMS

Student: Is a learner, or someone who attends an Educational institution

Students’ academic performance: The outcomes of the teaching and learning process in terms of knowledge and skills in students acquires from schools as measures by scores obtained in Certificate for Secondary Examinations (CSEE).

Academic performance: Refers to achievement in standardized tests or examinations shown by a student. According to Niebuhr (1995) Academic performance of students is typically assessed by the use of teacher’s ratings, tests, and examinations

Performance: To perform is to take a complex series of actions that integrate skills and knowledge to produce a valuable result.

Secondary school: Is a school which provides secondary education after primary school education.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter consists of the theoretical literature review, related literature review on the study, and research gap. This chapter provides information from different literature reviewed in relation to the contribution of local government authorities in addressing teacher motivation in secondary schools. The reviewed literature Included books, journals and dissertations, reports that are published and those that are unpublished. The review gives more insights in the understanding of teacher motivation in public secondary schools.

2.1 Motivation Theoretical Framework

According to Mbua (2003), the phenomenon of job satisfaction is closely related to motivation. This implies that the theories of motivation are also regarded as theories of job satisfaction. Motivation theories can be classified broadly into two different perspectives; content and process theories. Content theories deal with “what” motivates people and concern individual needs and goals. Maslow and Hertzberg studied motivation from a content perspective. Process theories deal with the process of motivation and are concerned with “how” motivation occurs. Vroom (1964) studied motivation from a “process “perspective (Sansone and Harackiewicz, 2000).

2.1.1Content Theories of Motivation

According to Mbua (2003), motivation or incentive theory suggests that employees increase their effort to obtain a desired reward based on the general principle of reinforcement. This theory is coherent with the early economic theories where man is supposed to be rational and forecasts are based on the principle of “economic man”

Bennell (2004) argues that man is an economic animal who is motivated by material rewards. His effort will depend on the, level of compensation; therefore employers should pay their employees in accordance to level of effort. The one who works harder should be paid more. It is generally assumed that performances of any employee (public or private) will depend to some measure on how he/she is compensated. Based on that logic any sensible government needs to give priority to the issue of pay. There is however a counter proposition which specifies that monetary rewards to public servants in and of it cannot act as a motivator for enticing public servants to maintain and improve their performance.

The content theory suggests that the manager’s, leader’s, local government’s job is to create a work environment that responds positively to individuals needs. The theory tells how poor performance undesirable behaviors, low satisfaction, and the like can be blocked or needs that are not satisfied on the job (Harold et al., 1994). The local government authorities can use the same theory to create the good working environment to teachers that respond positively to their needs

The two content theories are Maslow’s Hierarchy of Needs Theory and Herzberg Two Factors of Motivation.

(a)Maslow’s hierarchy of needs theory Maslow’s hierarchy of needs theory was introduced in 1943 by Abraham Maslow in article named as “a theory of human motivation”. The Maslow’s hierarchy of needs is in five levels illustrated in figure as follows

Figure 2.1: Levels in Abraham Maslow’s (1954). Hierarch

The Maslow’s first level, physiological needs include the most basic needs for humans to survive.  These human needs are air, water and food. In the second level, safety needs include personal security, health; well being and safety. In the third level of belonging needs is where people need to feel a sense of belonging and acceptance.  It is about relationships, families and friendship. Organizations such as schools are required to fulfill this need to members of school community. In the fourth level of Self-esteem needs is where people look to be respected and to have self-respect. Achievement needs, respect of others are in this level. In the top-level of self-actualization needs pertains to realizing the person’s full potential. According to this theory, individual strives to seek a higher need when lower needs are fulfilled. Once a lower-level need is satisfied, it no longer serves as a source of motivation. Needs are motivators only when they are unsatisfied.

Maslow (1954) argues that physiological, safety, love and esteem needs are general types of needs called deficiency needs that must be satisfied before a person can act unselfishly. One reason why teachers work is to ensure that they get basic human needs to guarantee adequate nourishment and protection from harm. The aspect of working conditions, education policy and salary serve only to reduce dissatisfaction in lower order needs identified by Maslow (ibid). The context aspect of teaching recognition corresponds to self actualization

(b)Hertzberg two factors theory Frederick Herzberg introduced his Two Factor Theory in 1959 through laboratory experiments on human behavior. He suggested that there are two kinds of factors affecting motivation which are hygiene factors and motivators. According to Sansone and Harackiewicz (2000) hygiene factors are extrinsic factors which include salary or   remunerations, job security, quality of supervision, quality of interpersonal relations and working conditions. These emanate largely from non-job related factors but are extrinsic in nature and they are there to motivate employees. A series of hygiene factors create dissatisfaction if individuals perceive them as inadequate or inequitable, yet individuals will not be significantly motivated if these factors are viewed as adequate or good

The hygiene factors determine dissatisfaction, and motivators determine satisfaction. Herzberg theory conforms to satisfaction theories which assert that a satisfied employee tends to work in the same organization but this satisfaction does not always result in better performance. In other words, satisfaction does not correlate with productivity (Harold et al., 1994).

Motivators are intrinsic factors such as sense of achievement, recognition, responsibility and personal growth. Motivator factors are based on an individual’s need for personal growth which actively create job satisfaction or motivate individual to achieve above average performance (Sansone and Harackiewicz, 2000)

Hertzberg’s two factor theory propounded by Hertzberg et al.,(1959),is a prominent model for identifying satisfying (intrinsic) factors and dissatisfying (extrinsic) factors determining employees’ motivation and job performance.

The intrinsic factors which consist of sense of achievement, recognition, responsibility and personal growth seem to be strong determining factors of motivation which are related to what a person does and not to the situation in which he/she does it. According to Hertzberg et al.,(1959), intrinsic factors are rewards of job itself which are more satisfying and motivating.

Extrinsic factors on the other hand are rewards surrounding a job such as salaries, fringe benefits and job security which do not necessarily create motivation or job satisfaction. For example, if teachers claim for more salary and get it, the satisfaction they derive from it is too short lived and very soon they begin to claim for more money. Motivation hygiene theory overlooks personality characteristics of workers, which play a vital part in employees’ motivation (Mbua, 2003)

2.1.2 Process Theory of Motivation

According to Sansone and Harackiewicz (2000),the process theories of motivation are concerned with how individual behavior is obtained and sustained. The main process theory of motivation reviewed in this section is expectancy theory of motivation

Victor Vroom developed the expectancy theory in 1964, producing a systematic explanatory theory of workplace motivation. Expectancy Theory argues that humans act according to their conscious expectations that a particular behavior will lead to specific desirable goals and motivation emanates from expectancy, instrumentality and valence. The term expectancy refers to person’s belief of the person that her/his effort (E) will result in attainment of desired performance (P) goals; instrumentality refers to belief of the person that she/he will receive a reward (R) if the performance (P) expectation is met; while valence refers to the perceived value of rewards to the recipient (Mbua, 2003)

Expectancy theory asserts that the motivation to behave in a particular way is determined by an individual’s expectation that behavior will lead to a particular

The theory links between the individual behavior and some specific outcomes to show how managers, leaders can alter the direction, level or persistence of individual actions. By altering when, where, how and why some types of rewards are given, the manager can change the apparent motivation of employees by providing a systematic set of consequences to shape behavior (Ramlall, 2004).

Local government directors as the managers of teachers in their area can use reinforcement theory to motivate teachers because this look on the observable, teachers behaviors under motivation and can easily be observed by local authorities and provide motives that can make teachers act positively (Charles, 2006)

Application of Motivation Theories to this study

The theory suggests that the managers or leaders, local government’s job is to create a work environment that responds positively to individuals needs. The theory tells how poor performance undesirable behaviors, low satisfaction, and the like can be blocked or needs that are not satisfied on the job . The local government authorities can use the same theory to create the good working environment t secondary schools teachers that respond positively to their needs. One reason why teachers work is to ensure that they get basic human needs to guarantee adequate nourishment and protection from harm. The aspect of working conditions, education policy and salary serve only to reduce dissatisfaction

2.2Related Literature review

Bennell (2004), conducted a study which focused on teacher motivation and incentives in low-income developing countries in sub-Saharan Africa and Asia. In particular it assessed the extent to which the material and psychological needs of teachers are being met. This included overall levels of occupational status, job satisfaction, pay and benefits, recruitment and deployment, attrition, and absenteeism.

De Grauwe et al., (2005), also studied the relationships between education offices, local authorities, schools and communities. A related factor is that the relationship between elected authorities and local education officers is as much one of conflict as well as of collaboration. Two different legitimacies are in confrontation: education officials refer to their professional legitimacy, while local authorities emphasize their political legitimacy. The balance between the two does not depend on an official framework, which does not exist everywhere, but on the characteristics of each one and on the personal relationships between them. At times their collaboration is mutually beneficial, with the education office acting as technical support to the local authority. At other times there is conflict regarding recruitment of teachers or transfer of funds. The district education officer is seldom invited to participate, as an observer, in municipal council meetings –even if they concern education. At the school level, the relationship between the school and the community is a much closer one than that between the local education office and the municipality, but is not without problems either motivation of teachers

One key mission of a local education office is to monitor the quality of teaching in its schools. Inspectors are expected to visit schools and examine the teaching provided at regular intervals. Their recommendations should be followed up by the administration and the school itself. Statistical information, transformed into indicators, should be of assistance to the monitoring process. The reality though is quite different. Little inspection is exercised and this for several reasons, of which lack of staff and lack of resources are the most evident. The number of teachers per inspector has increased; for instance in one Senegalese district, four inspectors supervise nearly 800 teachers. The profile of teachers has also changed, with many having less training and lower qualifications than was the case some years ago. This is coupled with a lack of resources, especially as regards to travelling. In Benin pedagogical advisors receive a petrol allowance, but many do not have vehicles. The result is that inspectors undertake few visits, and that these are generally short and superficial (De Grauwe et al., 2005).The situation is the same

in Tanzania where by the small number of educational inspectors makes it difficult for them to handle a large number of secondary schools in the country especially schools in rural areas. In this case the school inspectors fail to accumulate relevant data which addresses issues of teachers ‘motivation

The Nicaraguan government in 1993 began to grant management and budgetary “autonomy” to selected secondary schools. Today all secondary and many primary schools have been pulled into the decentralization initiative. By 1995 the Ministry of Education with the support from the World Bank had committed to conducting a thorough formative evaluation of this bold experiment in partially delinking local schools from the central ministry. Fuller and Rivarola (1998) studied Nicaragua’s Experiment to Decentralize Schools by investigating views of parents, teachers and directors. The findings from over 80 completed interviews and focus groups showed that schools have had fairly institutionalized patterns of authority and leadership, long before the advent of decentralized governance. We heard much about how autonomies fell onto the micro politics and social norms that lend cohesion or chaos inside the school organization. Different elements of autonomies come to be viewed as more salient than others: parents’ worries about rising student fees, or teachers’ focus on how to improve student progress, for example. The research focusedon four major issues: parents’ participation; the altered

Massawe (2009), Notified that teachers’ pay should be significantly increased to teachers in secondary schools, particularly in relation to the currently high cost of life, simply to enable them to meet their basic household needs. Major improvements in the incentives for teachers are housing, water, electricity, rural allowances to attract and retain teachers in rural schools. As a result, many of them are forced to find other sources of income. Secondary income activities create divided attention and loyalty to teaching and impact negatively on the quality of schooling.

According to Mbwambo (2009), there appeared mounting concerns that unacceptably high proportions of teachers working in public secondary school systems in many developing countries are poorly motivated due to a combination of low morale and job satisfaction, poor incentives, inadequate controls, and other behavioral sanctions. Teacher motivation depends critically on effective management, particularly at the school level. If systems and structures set up to manage and support teachers are dysfunctional, teachers are likely to lose their sense of professional responsibility and commitment. Teacher accountability to school management, to parents and the community as a whole has increased more effective teacher trade unions, and workplace programmes.

Sumra (2003) described that one factor that has a significant impact on teaching quality is the lack of motivation among teachers. A potential crisis in the teaching profession threatens the ability of national governments to reach internationally agreed targets to expand and improve education. In many developing countries, the teaching force is demoralized and fractured. In order to raise teachers’ commitment to the teaching profession it’s recommended that the government of Tanzania and other stakeholders should improve the teachers work conditions, including provision of housing facilities and social welfare services.

2.3 research gap

The reviewed literature has some deficiencies which call for the need to conduct this study on contribution of the local government authorities in promoting teacher’s motivation in secondary schools in Mtwara- Mikindani Municipality. For example in a study done by Bennel ,(2004) developing countries in sub Sahara Africa and Asia , teacher’s motivation given through  particular level , assessed the extent to which the material and psychological needs of teachers are being met and  this included overall levels of occupational status, job satisfaction, pay and benefits, recruitment and deployment, attrition, and absenteeism.

 In Tanzania, there some studies done by various researchers such as Massawe (2009), and Sabina (2016) which investigated on the contribution on the local government authorities in promoting teacher’s motivation and teacher’s pay improved the teacher’s motivation in secondary schools that enable them to meet their basic household needs. Major improvements in the incentives for teachers are housing, water, electricity, rural allowances to attract and retain teachers in rural schools. Furthermore, their studies were limited in Dodoma, giving a room to conduct this study on contribution of the local government authorities in promoting teachers motivation in secondary in Mtwara- Mikindani Municipality

RESEARCH METHODOLOGY

3.0 Introduction

This chapter consists of research approach, research design, description of area of the study, type of data sources, data collection methods, target population ,sample size, sampling techniques, data analysis, data presentation

3.1 Research Approach

Research approach is a plan on how a researcher intends to conduct a research (Mouton, 2003). This research will use mixed research approach, for the purpose of having the room for collecting, analyzing and presenting the data, which are qualitative and quantitative. Qualitative approach will present the data in words while quantitative approach will present the data in statistical manner. Both approaches will help the researcher to obtain accurate data from the field

.The qualitative approach in this study involved the collection responses through interviews, questionnaires and observation methods from respondent. On other hand, some features of quantitative approach will nursed in data presentation like the use of tables, graphs, charts and percentage. The purpose of using this approach will that both qualitative and quantitative data in combination provide a better understanding of a research problem or issue than basing on qualitative or quantitative research approach alone simply because the weakness of one technique will the strength of another approach.

3.2 Research Design

Kothari (2004) defines research design as the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. It constitutes the blueprint for the collection, measurement and analysis of data. Decisions regarding what, where, when, how much, by what means concerning an inquiry or a research study constitute a research design. It is a plan that specifies the sources and types of information relevant to the research problem, approach to be used for gathering and analyzing the data, the time and cost budgets, procedures and techniques to be used for gathering information, the population to be studied and methods to be used in processing and analyzing

Data

3.3Description of the Area of Study

This study will be conducted in Mtwara region in southern zone of Tanzania specifically in Mtwara According to National Bureau Statistical (NBS) data of 2012 show that Mtwara had human population of about 1,270,854 with population density 76 with average of population growth is 1.2%. In the year 2019 Mtwara region estimated has population of about 1,451,078 people. Mtwara lies on 38m above the sea level and its climatic condition is tropical by nature while summers are much rainier than winters in Mtwara.

Mtwara region has a mixed economy dominated by the agricultural sector, which employ about ninety percent (90%) of the economically active population. Both commercial and peasantry farming are practiced. Agriculture contributes most of the region’s cash income that comes mainly from cashew nuts, maize, cassava, sesame, small green grams, coconuts, sunflowers, groundnuts, and fruits. The livestock sector, including poultry, is the second most important economic activity after crop production. This creates an opportunity for agro-processing industries also involve extraction of energy and power such as gas extraction that stimulate industrial development. Ethnically Mtwara has the following main tribes, Makonde, Makua, Mwela, and Yao, as well as economic investment under government and private sectors.

.Mtwara- Mikindani is selected for the study because is among councils in Tanzania which face the same problem of poor teacher motivation

The Mtwara-   Mikindani Municipality have twenty one secondary schools, thirteen (13 )   secondary schools are public secondary schools and the rest eight  (8)  are private secondary schools

2: A Map of Mtwara Mikindani municipality

3.4 Type of Data Sources

The collected data will be both primary and secondary data.

3.4.1 Primary data

These are the original data collected by the researcher from the field using methods like observation, questionnaire, interview and focus group discussion (Kothari, 2008).These will be collected from the sample population in the field where by questionnaires and unstructured interview will employed to gather data in the study.

3.4.2        Secondary data

These are the data collected from other people`s findings such as encyclopedias, books and journals (Kothari, 2004). These will be obtained from magazines, newspapers, and internet, books and journals.

3.5Data Collection Methods

Data collection methods are all methods or techniques that are used for conduction of research (Kothari, 2004).Data collection methods are approaches and styles used by the researcher in data collection during the study (Riley et al, 2003).The study will employ both primary and secondary data sources. Data collected from primary sources are known as primary data such data will be Gathered through observation, interviews and questionnaires. Primary data are also known as raw data. Data are collected from the original source in a controlled or an uncontrolled environment. Also data obtained from secondary sources are called secondary data. This will be done through documentary reviews such as journals and published books. Using more than one specific method will enable the research to cross-validate the information and data collected from a variety of sources. Thus, combination of questionnaires, interviews, observation and documentary review will be used. The methods which will be used to collect each type of data include;

3.5.1 Questionnaires

A questionnaire is simply a tool for collecting and recording information about a particular issue of interest, mainly using the set of questions (Riley et al, 2003).The questionnaire will consist both closed and open ended questions. The questionnaires will use to collect primary data from teachers and the district commissioners.

3.5.2 Interviews

The main purpose of the interview is to gather information and it is very helpful as it gives participants an opportunity of being free to express their own feelings (Berg, 2001). Semi-structured face to face interviews will be used to collect data from the educational officers And Heads of schools

3.5.3 Observation

Cohen et al (2011) define observation as less reactive way of data collection than other types as researcher investigates and collects data silently on non-verbal behavior. This is a method of data collection that brings about first hand information whereby the researcher will use direct observation to observe and prove

3.5.4 Documentary Review

Documentary review refers to analyzing and deriving information from Secondary sources (Crawford, 1990).In this study, the secondary sources of data such as journals, internet, books will be used so to gather related literature on the contribution of local government authorities in promoting teacher’s motivation.

3.6 Study Population

According to Kothari (2004), population is the totality of any group of units which have one or more characteristics in common that are of interest to the researcher. Target population refers to a particular group of people that is identified as the intended recipient of an advertisement, product, or campaign (Ary, 2010).

 In this study, populations will comprise all education stakeholders who are affected or involved in teacher motivation including officials from TTU, District Secondary Education officer (DSEO), Zonal School Inspectors, Heads of Schools (HS) and teachers

3.7 Sample Size

Sample size refers to the number of items to be selected from the universe to constitute sample (Kothari, 2004) .Dr, John C, 1984 developed a rule for calculating sample size, he argued that if population ranges from 1001-5000, sample size will be 5% and if it ranges from 101-1000 sample size will be 10%. Under this study the total of 70 respondents will be used as a sample size. The large sample gives accurate information of the respondents but if the sample is too small the researcher could not obtain accurate information. The sample size of this study will includes 60 teachers from 6 government secondary school in Mtwara –Mikindani municipality, 6 Head of schools, District Education Official, TTU district official and Zonal Education Officer. The study will consist a sample size of 70 respondents as shown in Table 3.1

Table 3.1: Categories of respondents and sample size of the study

Categories of Respondents	Sample size
TTU District officer	01
District Secondary Education Officer	01
Zonal Education Inspectors	02
Head of schools	06
Teachers	60
Total	70

Source: Researcher’s Data (2020)

3.8 Sampling Techniques

Sampling is the act, process, or technique of selecting a suitable sample; specifically, the act, process, or technique of selecting a representative part of a population for the purpose of sampling techniques available can mainly be divided into two types: probability sampling and non-probability sampling

3.8.1 Probability sampling

Probability sampling is the sampling technique in which every item of the universe has equal chance of inclusion in the sample. Methods used in probability sampling are simple random sampling, systematic sampling, stratified sampling, and cluster sampling (Saunders et al.,2007)

According to Kothari(2004),simple random sampling method will used to select category of respondents by asking each to pick one folded piece of paper with words YES or NO depending on number in population. Those who pick the paper written YES will be asked to provide required information. In this study teachers will selected by using simple random sampling technique

3.8.2 Non-probability Sampling

According to Saunders et al. (2007), non-probability sampling is the sampling technique in which probability of each case being selected from total population is not known but a sample is obtained by researcher’s judgment. Non-probability sampling technique includes sampling, purposive sampling, snowball and convenience sampling methods. Purposive sampling will employs so as to get rich information from the District Secondary Education Officer, the Municipal Director, Zonal Education inspectors and heads of secondary schools.