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Abstract

This study examines the impact of teachers’ job satisfaction on students’ academic achievement in public secondary schools in Uvinza District. The study adapted a mixed-methods approach and sequential explanatory design, combining quantitative and qualitative data collection methods. A sample of 153 respondents, including 65 teachers and 83 students, 4 Heads Schools as well as 1 District Educational Officer were selected. Four secondary schools were involved in the study. Data were collected using questionnaires for students and teachers whereas interview guides were used to heads of schools and District education officer. Quantitative data were analysed through descriptive statistics and qualitative data were analysed through thematic content analysis. The findings reveal that, teacher job satisfaction significantly impacts the teaching and learning process. Satisfied teachers are more likely to create a positive classroom environment, inspire students, use creative teaching methods, and provide better support. These factors contribute to improved student engagement and academic performance. Quantitative data showed high agreement among respondents on the positive influence of teacher satisfaction, with high percentage indicating a general consensus on its importance. Qualitative data supported these findings, with teachers and heads of schools as well as district educational officer expressing that, job satisfaction directly affects their ability to engage and motivate students. Moreover, the study highlights the critical role of teacher job satisfaction in enhancing student academic achievement. It emphasizes the need for initiatives to improve teacher satisfaction, such as professional development opportunities, recognition and rewards, and a supportive work environment. By addressing these factors, schools can create a more positive and effective learning environment, ultimately leading to better educational outcomes for students.