Moonlighting among Teachers in Urban Tanzania: A Survey of Public Primary Schools in Ilala District

Autor/inn/en	Timothy, Vedastus L.; Nkwama, Skeeter
Titel	Moonlighting among Teachers in Urban Tanzania: A Survey of Public Primary Schools in Ilala District
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1334434 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1334434
Schlagwörter	Foreign Countries; Public School Teachers; Elementary School Teachers; Urban Schools; Multiple Employment; Age Differences; Gender Differences; Predictor Variables; Marital Status; Family Size; Regression (Statistics); Statistical Analysis; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mehrfachbeschäftigung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Prädiktor; Familienstand; Familiengröße; Regression; Regressionsanalyse; Statistische Analyse; Tansania
Abstract	Despite the widespread prevalence, teacher moonlighting is one of the under-researched areas. Using data from 313 public primary school teachers in Ilala District, this study examined the determinants of teacher moonlighting. The findings show that 39.4% of teachers had a secondary income generating activity. Sex and age of the teacher were significant predictors of the decision to moonlight. Further, the study findings show that the older the teacher is, the more likely the teacher is to moonlight. The results confirm the proposition that moonlighting in Tanzania is used by formal sector workers as a transition into self-employment after retirement. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01