Long-serving Teachers in Remote schools in Tanzania: Exploring motivational factors in Selected public primary schools in Kilombero District in Morogoro Region

Abstract

The study aimed at exploring motivational factors for stay in remote public primary schools for a long time among some teachers. A stay of fifteen or so years in Tanzania. The study was conducted in Kilombero district in Morogoro region. The study was motivated by experience in Tanzania. The experience showed that teachers located to work in remote schools tended to make extra mile efforts to re-locate to schools close to or in urban areas. In contrast, some teachers worked in remote schools for over fifteen years without transfer or making any efforts to re-locate to other schools closer to urban areas. The study used multiple case study design. It employed semi-structured interview in collecting data. The study used a sample of 16 long-serving teachers in remote public primary schools in in Kilombero District in Tanzania. The study adopted critical case sampling technique. The study was conducted in five selected public primary schools in Kilombero District. A number of factors contributed to teachers stay for years in remote schools. These were: cooperation with co-workers, availability of basic social services, job contract, Marriage, investment opportunities among others. The study concludes that a combinations of factors make teachers work in remote schools for a long time. The implication of the study is that the teacher education directorate in the ministry responsible for educational matters in Tanzania in collaboration with other government sectors to ensure that remote areas have enhanced basic social services. To add, teacher training institutions have to expose to teachers during training circles economic opportunities available in rural areas in Tanzania. Moreover, Head teachers in remote public primary schools need capacity building on instructional leadership to keep teachers in remote schools in Tanzania. 

Keywords: Long-serving teachers, motivational factors, remote schools, motivational factors, public primary schools, head teacher(s)

DOI: 10.7176/JEP/16-11-06

Publication date: October 30th 2025