Extensiveness of Collective Bargaining in Fostering Teachers’ Welfare in Public Primary Schools in Moshi Municipality, Tanzania (Published)
The study examined the extent of collective bargaining in fostering teachers’ welfare in public primary schools in Moshi Municipal, Tanzania. Guided by systems approach theory by Burtalanffy in 1937, the study employed convergent research design whereby the target population included 791 public primary school teachers and 15 teacher’s union leaders in Moshi Municipality. Stratified sampling and simple random sampling techniques were used to select 78 teachers while 5 teacher’s union leaders were purposively included in the study to make a total sample of 83 respondents. Questionnaires, document analysis guide and interview guide were used to collect data. Quantitative data were analyzed by using descriptive statistics such as frequencies, means, and percentages and presented in tables with the aid of Statistical Package for Social Science (SPSS) version 23. Validity of instrument done by two experts in education administration from Mwenge Catholic University. Reliability of qualitative data done by use of Cronbach-alpha and coefficient is 0.932, for qualitative instrument the aspect of conformability employed. The qualitative data were analyzed by developing themes from research questions and presented in narrative form and direct quotations. The study found that teachers union averagely uses collective bargaining to negotiate the benefit of its members as it is expected by its members as the union negotiate for increase of allowances, promotion of teachers, better pay of housing allowances to its members, workshops and training to teachers, adequate compensation on accident and injuries. The study concluded that teacher’s union normally uses collective bargaining to negotiate the benefit of its members as expected by her members. The study recommends that teachers’ union should ensure the security of workers and effective communication should be encouraged between management and employees.
Citation: Caroline Ng’eleshi, Bahiya Abdi, Adam Joseph Chidyau (2022) Extensiveness of Collective Bargaining in Fostering Teachers’ Welfare in Public Primary Schools in Moshi Municipality, Tanzania, British Journal of Education, Vol.10, Issue 12, pp.32-46