Collaborative Goal-Setting as a Catalyst for Teachers’ Job Satisfaction in Public Primary Schools in Kyerwa District, Tanzania

Abstract

This study examined the influence of collaborative goal-setting on teachers’ job satisfaction in public primary schools. It recognizes that teachers’ participation in setting professional goals can enhance professional ownership, autonomy, recognition, motivation, and satisfaction. A mixed-methods approach with concurrent embedded design was employed. The study involved a sample of 116 participants, comprising 92 teachers and 12 head teachers, from selected schools and head teachers drawn through stratified random sampling. Quantitative data were collected using questionnaires, whereas qualitative data were obtained through semi-structured interviews and document analysis. Quantitative data were analyzed using descriptive through SPSS Version 27, while qualitative data were analyzed thematically. The findings revealed that collaborative goal-setting positively influence teachers’ job satisfaction. Specifically, teachers reported active involvement in setting professional development goals, agreed with collaboratively established goals being clear, specific, and achievable, and head teachers provided support and resources for achieving agreed goals. Furthermore, collaborative goal-setting made teachers feel valued as professionals, the set goals were relevant to their classroom challenges, and collaborative goal-setting increased teachers’ overall job satisfaction. Qualitative findings further showed that continuous monitoring, teacher involvement in evaluating progress, and recognition of goal achievement strengthened the positive influence of collaborative goal-setting. The study concludes that collaborative goal-setting is an important supervisory practice for enhancing teachers’ job satisfaction.