CHAPTER ONE

INTRODUCTION

1.0 Chapter overview

This chapter provides explanations on the background of the problem, statement of

the problem, objectives of the study, research questions, and significance of the study
and scope of the study

1.1 background of the problem

Entrepreneurship education refers to the process of equipping individuals with the

knowledge, skills, and attitudes necessary to start and manage their own businesses. This
form of education has gained significant traction globally, particularly in developing
countries like Tanzania, where self-employment is a crucial avenue for economic
development and poverty alleviation. The focus on entrepreneurship education is driven by
the need to foster innovation, create jobs, and stimulate economic growth.

In Global

Globally, there has been an increasing emphasis on entrepreneurship education as a

response to changing labor market dynamics. The World Economic Forum has highlighted
that traditional employment models are evolving due to technological advancements and
globalization. As a result, fostering an entrepreneurial mindset is essential for preparing
individuals for future challenges.1980s-1990s: Early studies began exploring how business
education influenced entrepreneurial intentions among students

In developed nations such as the United States and members of the European Union,
entrepreneurship education is integrated into various educational frameworks from an
early age. Programs like Junior Achievement Worldwide provide experiential learning
opportunities that encourage young people to engage in entrepreneurial activities.

Research conducted by organizations such as UNESCO shows that effective

entrepreneurship education can lead not only to increased self-employment but also
enhanced employability among graduates. In many cases, graduates with entrepreneurial
training demonstrate greater adaptability and problem-solving abilities in diverse work
environments.

In Africa

1
Across Africa, there is a growing recognition of the role that entrepreneurship education
plays in fostering self-employment. The African Union’s Agenda 2063 highlights the
importance of promoting entrepreneurship as a means to achieve sustainable development
and economic transformation across the continent. Various countries have implemented
policies aimed at enhancing entrepreneurial skills through formal education systems.2000s:
A surge in research focused on developing countries highlighted how tailored
entrepreneurship programs could address local economic challenges.

For instance, countries like Kenya and Nigeria have developed robust entrepreneurship
curricula within their higher education institutions. Research indicates that students who
receive formal training in entrepreneurship are more likely to start their own businesses
compared to those who do not receive such training. A study conducted by the African
Development Bank (AfDB) found that entrepreneurship education significantly contributes
to job creation and economic resilience in African economies.

In Tanzania

In Tanzania, entrepreneurship education has been recognized as a vital component in

addressing high unemployment rates, especially among youth. According to the National
Bureau of Statistics (NBS) of Tanzania, youth unemployment remains a pressing issue, with
approximately 60% of unemployed individuals being under 24 years old. The government
has initiated various programs aimed at integrating entrepreneurship into educational
curricula at different levels, from primary schools to universities.

The Tanzanian government’s Vision 2025 emphasizes industrialization and economic

growth through entrepreneurship. Initiatives such as the Youth Development Policy (2007)
aim to empower young people by providing them with entrepreneurial skills that can lead
to self-employment opportunities. Furthermore, organizations like the International Labour
Organization (ILO) have supported training programs that enhance entrepreneurial skills
among Tanzanian youth.

1.2 Statement of the problem

The increasing rate of unemployment and underemployment in many economies has led to
a growing interest in entrepreneurship as a viable solution for economic development.
Entrepreneurship education (EE) is recognized as a critical factor in fostering
entrepreneurial skills and mindsets among individuals, particularly students and young
adults. This research aims to assess how entrepreneurship education contributes to
creating self-employment opportunities.

2
The core problem this research addresses is the lack of empirical evidence linking
entrepreneurship education directly to the creation of self-employment opportunities.
While numerous studies suggest that EE can foster entrepreneurial intentions, there is
limited data on how these intentions translate into actual self-employment outcomes. This
gap necessitates an assessment of various factors influencing this relationship

1.3 Research objective

1.3.1 General objective

Assessment on the contribution of entrepreship education towards creation of self

employment opportunities

1.3.2 Specific Objectives

To evaluate the impact of entrepreneurship education on students' intention to pursue

self-employment

To identify the skills and competencies developed through entrepreneurship education that
are most beneficial for self-employment

To analyze the effectiveness of entrepreneurship education programs in different

educational settings

To assess the role of experiential learning in entrepreneurship education on the likelihood

of creating self-employment opportunities.

1.4 Research Questions

How does entrepreneurship education influence students' intentions to become self-

employed after graduation?

What skills and competencies acquired from entrepreneurship education are most critical
for successful self-employment?

How do outcomes of entrepreneurship education vary across different types of educational

institutions?

3
In what ways does experiential learning within entrepreneurship education programs affect
students' desire and capability to start their own business?

1.5 Significance of study

1.5.1 To the Researcher

The researcher plays a crucial role in advancing knowledge within the field of
entrepreneurship education. By assessing the contributions of such education towards self-
employment opportunities, the researcher can

1.5.2 To the Community

The community stands to benefit significantly from research on entrepreneurship

education and its impact on self-employment.

1.5.3 To Government

Governments have a vested interest in fostering an environment conducive to

entrepreneurship and it drives economic growth and job creation.

1.6 Scope of the study

This study was be conducted in Mbarali District specifically at Ubaruku ward.The

study covered across various employees at different department and sections such as
the Ward Executive Officer, Community Development Officer, Village Executive
Officer, Agriculture officer, livestock officer, teachers of secondary and primary
school and health department

CHAPTER TWO

2.0 Chapter overview

This chapter provided a review of the previous studies relevant to this study on the
factors influencing workers in improving public organization.It also contained
definition of key terms, theoretical review, conceptual framework and research gap .

4
2.1 Definition of key terms

2.1.1 Entrepreneurship

Entrepreneurship refers to the process of designing, launching, and running a new business,
typically a startup offering a product, service, or process. It involves identifying market
opportunities, assembling resources, and taking on financial risks in the hope of profit.
Entrepreneurs are often seen as innovators who drive economic growth by creating jobs and
fostering competition. According to the Global Entrepreneurship Monitor (GEM),
entrepreneurship is crucial for economic development as it contributes to job creation and
innovation (GEM, 2023).

2.1.2 Education

Education is the systematic process of acquiring knowledge, skills, values, and attitudes through
various forms such as teaching, training, or research. It encompasses formal education provided
by schools and universities as well as informal learning experiences. The United Nations
Educational, Scientific and Cultural Organization (UNESCO) defines education as a fundamental
human right that promotes personal development and social cohesion (UNESCO, 2023).
Education plays a vital role in empowering individuals and enhancing their ability to contribute
effectively to society.

2.1.3 Entrepreneurship Education

Entrepreneurship education is a specialized form of education aimed at equipping individuals

with the knowledge, skills, and mindset necessary to pursue entrepreneurial endeavors. This
type of education can occur at various levels—from primary schools to higher education
institutions—and focuses on developing competencies such as creativity, problem-solving, risk
management, and business planning. The European Commission emphasizes that
entrepreneurship education fosters an entrepreneurial culture among students and prepares
them for future careers by enhancing their employability (European Commission, 2023).

2.1.4 Employment

Employment refers to the state of having paid work or being engaged in productive activities
that generate income. It encompasses various forms of work arrangements including full-time
jobs, part-time jobs, freelance work, and self-employment. Employment is a critical component
of economic stability and personal livelihood; it provides individuals with financial resources
while contributing to overall economic growth. The International Labour Organization (ILO)
highlights that decent employment is essential for achieving sustainable development goals
(ILO, 2023).

2.2 Theoretical Literature Review

5
Entrepreneurship education has gained significant attention in recent years as a means to foster
self-employment and entrepreneurial skills among individuals. The theoretical literature
surrounding this topic encompasses various frameworks that explain how entrepreneurship
education contributes to self-employment opportunities.

2.2.1 Motivation theory,

According to Deci and Ryan (1985) in their Self-Determination Theory, posits that intrinsic
motivation is crucial for fostering entrepreneurial intentions. Individuals who engage in
entrepreneurship education often develop a greater sense of autonomy and competence,
which can enhance their intrinsic motivation to pursue self-employment. Research indicates
that students exposed to entrepreneurship education exhibit higher levels of entrepreneurial
intention and are more likely to start their own businesses (Fayolle & Gailly, 2015). This
suggests that entrepreneurship education not only imparts knowledge but also cultivates the
motivational drivers necessary for self-employment.

2.2.2 Goal Setting Theories

primarily developed by Locke and Latham (1990), emphasizes the importance of setting specific
and challenging goals to enhance performance. In the context of entrepreneurship education,
students learn to set realistic business goals and develop strategic plans to achieve them. This
process not only clarifies their aspirations but also provides a roadmap for transitioning from
education to self-employment. Empirical studies have shown that individuals who set clear
entrepreneurial goals during their educational journey are more likely to engage in self-
employment activities post-graduation (Katz & Green, 2017).

2.2.3 Behavioral Theory:

Behavioral theories focus on the actions and behaviors that lead individuals toward
entrepreneurship. According to Ajzen’s Theory of Planned Behavior (1991), attitudes toward
behavior, subjective norms, and perceived behavioral control significantly influence
entrepreneurial intentions. Entrepreneurship education plays a critical role in shaping these
factors by providing knowledge about business practices, enhancing confidence through skill
development, and fostering supportive networks among peers. Studies have demonstrated that
students who participate in entrepreneurship programs report increased confidence in their
ability to start a business, which correlates with higher rates of self-employment (Souitaris et
al., 2007).

2.2.4 social learning theory

According to Bandura, A. (1977) Social learning theory posits that individuals learn behaviors
and skills through the observation of others, especially role models. In the context of

6
entrepreneurship education, students may learn vital entrepreneurial skills by observing
successful entrepreneurs, seeking mentorship, and collaborating with peers. This process can
instill confidence and skills necessary for self-employment, as students emulate the behaviors
of successful entrepreneurs.

2.3 Empirical Literature Review

Entrepreneurship education encompasses various pedagogical approaches aimed at equipping

individuals with the skills and knowledge necessary for starting and managing their businesses.
The literature highlights how entrepreneurship education can foster entrepreneurial intentions
and behaviors among learners (Katz & Davidsson, 1994)

Empirical studies often show a positive correlation between entrepreneurship education and
the intention to engage in self-employment. Research by Souitaris, Zerbinati, and Al-Laham
(2007) indicates that students who receive formal entrepreneurship education demonstrate
higher entrepreneurial intentions than those who do not. This suggests that structured
programs can effectively motivate individuals to consider self-employment as a viable career
option.

While entrepreneurship education is beneficial, various barriers still hinder self-employment.

According to Fitzsimmons and Douglas (2011), lack of access to funding, inadequate business
support systems, and socio-economic factors can impede individuals' efforts to transition from
education to entrepreneurial practice. Addressing these barriers is essential for enhancing the
effectiveness of entrepreneurship education programs

2.4 Conceptual framework

To the model of conceptual framework for the study based it has independent
variable that is creation of self employment opportunities and dependent variable is
entrepreneurship education

Figure 1.Conceptual framework

Independent variable Dependent variable

Improving public organization

Workers satisfactions
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  Increasing worker
performance
 Commitment
 Promotion opportunity
 Participation in decision
making

Source: researcher 2023

 Financial rewards

 Nature of the work

 Opportunity for advancement
 Relationship with management

2.5 Research gap

Entrepreneurship education has gained significant attention over the past few decades as a
means to foster self-employment and innovation. Historically, entrepreneurship was often
viewed as an innate skill rather than a discipline that could be taught. However, recent trends
indicate a shift towards recognizing the importance of structured educational programs in
cultivating entrepreneurial skills (Fayolle & Gailly, 2015).

In the past, particularly before the 1980s, entrepreneurship education was largely informal and
primarily focused on practical experience rather than formalized curricula. Many aspiring
entrepreneurs learned through apprenticeships or family businesses without any structured
educational framework (Kuratko, 2005). This lack of formal education often resulted in varying
levels of preparedness among individuals entering self-employment.

8
The late 20th century marked a turning point with the establishment of dedicated
entrepreneurship programs in universities and colleges worldwide. These programs aimed to
equip students with essential skills such as business planning, financial management, and
marketing strategies (Gorman et al., 1997). The introduction of these programs has been linked
to increased rates of self-employment among graduates who feel more prepared to start their
own businesses.

Today, entrepreneurship education encompasses a wide range of approaches including

experiential learning, mentorship programs, and online courses. Recent studies suggest that
modern entrepreneurship education not only imparts knowledge but also fosters critical
thinking and problem-solving skills essential for navigating the complexities of starting a
business (Pittaway & Cope, 2007). Furthermore, there is an increasing emphasis on social
entrepreneurship and sustainability within curricula, reflecting contemporary societal
challenges

CHAPTER THREE
METHODOLOGY
3.0 Chapter overview
This chapter presented how data was be collected and analyzed so as to find answers
on each of the designed research questions It started with study area and explanations
on how data collection took place, how the sampling was be conducted and the
methods of data analysis
3.1 Study area
3.1.1 Geographical location
The research was be conducted at Ubaruku ward in Mbarali District.The purpose of
the contribution of entrepreship education towards creation of self employment
opportunities
3.1.2 Population distribution

9
According to the population and housing census of 2022 Mbarali district had total
population of 300,517 people where by 145,867 are males and 154,650 are females
and 69888 house hold
3.1.3 Climatic condition
The climatic condition of Mbarali district ranges at an altitude from 1000 to 18000
meter above the sea level.Average temperature range between 25°C and 30°C the
rainfall is about 450 to 650mm
3.1.4 Longitude and latitude
Mbarali district it is located in Mbeya region of Tanzania.Mbarali district lies
between latitude of 8°51`22.93"S and longitude is 34°01`26.15"E and between
longitude 33.8°and 35°East of Greenwich
3.1.5 Social and Economic activities
3.1.5 Social activities
In ubaruku ward involves many social activities which enable them to perform well
in different life expectation
3.1.5.1 Education services

This is among of social services that actually and performed in Ubaruku ward in the
secondary schools which are Mwakaganga secondary school, mbarali secondary
school and primary schools is Majengo primary school utyego primary school,
ubaruku primary school, mpakani primary school, mbarali primary school,
mkombwe primary school, ujewa mission primary school, and ibohora primary
shool
3.1.5.2 Health services
At Ubaruku ward there is government hospital which found at Ubaruku ward and
also provides health services to the residents with 6 villages that found in Ubaruku
ward
3.1.5. Economic activities

10
Ubaruku ward involve many economic activities which help people to develop well
for what they need
3.1.5.1 Agriculture activities
The main cash crop such as paddy, maize, sunflower, groundnuts, tomatoes, onions,
sorghum, beans, cassava, and sweet potatoes are cultivated in Ubaruku ward, paddy
production is the main food/cash crop which makes Ubaruku ward
3.1.5.2 Fishing activities
Fishing in Ubaruku ward is small scale and mainly carried out along rivers, such as
Mbarali, Kimani, Mkoji, Lyandembela, and small Ruaha
3.2 Research design
The data was be able to use the application of cross section because its a simple way
or design where a research ask a question respondent in a population in a single point
in time and data are collected at once and there is no repitition of data so that was use
cross section in order to avoid cost and time consuming during the data collection
3.2.1Sampling procedures
The study was adopted only non probability sampling technique were by Purposive
sampling technique were used during the data collection to select a targeted
responded
3.2.1.1 Purposive sampling technique
The study was use purposive sampling technique in selecting top officials the
method enabled the researcher to select a sample in order to obtain the views of
targeted group like Ward executive officer, Community development officer,
Agriculture officer, teachers of secondary school, teachers of primary school,
livestock officer , Village executive officer and health department
3.2.2 Sampling frame
The sampling frame under this study was be Ward executive officer, Community
development officer, Agriculture officer, Teachers of primary education, teachers of
secondary education, livestock officer, Village executive officer and health
department in Ubaruku ward

11
3.2.3 Sample size
The study was be involve 50 sample size respondents the selected numbers of
respondents was sustain as it fulfilled the requirements of representatives.
S/N RESPONDENTS NUMBER
1. Ward Executive officer 1
2. Community development officer 1
3. Traders 15
4. Entrepreneurs 25
5. Community members 2
6. Village Executive officer 7
7. Marketing officer 1
8. Agriculture officer 1
TOTAL 80
Source: research finding 2023
3.2.4 Types of data
The types of data that was be used are qualitative and quantitative data
3.2.4.1 Qualitative data
The data was be collected directly from respondents by asking questions like what
are challenges facing intrepreneurship and What skills and competencies acquired from
entrepreneurship education are most critical for successful self-employment?

3.2.4.2 Quantitative data

The data was be presented in statistical data or inform of numbers such as total of
entrepreneurs and year background of entrepreship
3.2.5 Sources of data
The data was be used are primary data and secondary data
3.2.5.1 Primary data
The data was be collected for the first time from their source was be obtain from
questionnaire. it is basic data source and provide reliable information also it gives
original information directly from the questionnaire and interview like challenges
facing entrepreneurship education What skills and competencies acquired from
entrepreneurship education are most critical for successful self-employment?

12
3.2.5.2 Secondary data
The data was be collect from books, journals, previous researchers, and website like
theories related with study, background of the problem, statement of the problem and
theoretical literature review
3.3 Data collection methods
The data was be collected through questionnaire and interview methods it involves
the different methods of collecting data during the research process in order to get
the relevance information concerning with the study topic
3.3.1 Questionnaire method
The study was use this method to collect data through asking a respondents .and this
was consists a list of questions which was be asked to a respondents and was involve
open questionnaire so that he can give answers by explaining himself so as to get
various perception from respondents
3.3.2 Interview method
I was be used use in data collection through the structured interview in ask a question
on face to face a pre determined set of questions using the same wording
3.4 Data processing, analysis and presentation
3.4.1 Data processing
Data was be presented through editing, coding, classifying, tabulation and
classification
3.4.2 Data analysis
I was be use the micro Excell an SPSS in computer software
3.4.3 Data presentation
Data was be presented through tables,graph and charts to collect information about
the study

13
14
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Chelladurai, P. (1999). Human Resource Management in sport and
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Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in
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 Routledge Tylors & Francis.
Cranny, C.J., Smith, P.C., & Stone, E.F. (1992). Job satisfaction: How
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Lexington.
APPENDIX I
APPENDIX IA: RESEARCH QUESTIONNAIRE FOR TEACHERS
Dear respondent
My name is VAILETH FESTO MSIGWA a student of COMMUNITY
DEVELOPMENT TRAINING INSTITUTE UYOLE MBEYA pursuing ordinary
diploma of community development Am conducting a research on the factors
influencing workers satisfaction in improving public organization.the information
you provide will be used for academic purpose and not otherwise
Part A . Personal information
1. Sex .......................
2) What is your age ?..............................
3) What is your marital status?...............................
4) What is your religious?.....................................
5) What is your occupation?.................................
6) What is your education level?..........................
7) Work experience........................................
SECTION B
8) As a teacher what things should be improved so that you can work efficiently?
name them
i)...................................................
ii)..................................................
iii).................................................

15
9) As a teacher what are the challenges do you face in your work performance? name
them
i).................................................
ii)................................................
iii)..............................................
10) As a teacher what your advice things should be done so that you can work
efficiently ? name them
i)..................................................
ii).................................................
iii)................................................

THANK YOU FOR YOUR COOPERATION

16
 KIAMBATANISHO NAMBA I: DODOSO KWA WALIMU
Mpendwa mshiriki
Mimi naitwa VAILETH FESTO MSIGWA mwanafunzi wa chuo Cha maendeleo ya
jamii uyole Mbeya ninayesomea stashahada ya maendeleo ya jamii.Nafanya utafiti
juu ya sababu zinazopelekea kuridhika kwa wafanyakazi katika kuboresha mashirika
ya umma taarifa utakazotoa zitatumika kwa malengo ya kitaaluma na so vinginevyo
Sehemu A.Taarifa binafsi
1) Jinsia.............................................
2)Una umri gani?...................................................
3)Hali yako ya ndoa ikoje?.....................................
4)Wewe ni dini gani?..............................................
5)kazi yako ninini?..................................................
6)kiwango chako Cha elimu ni kipi?...........................................
7)Miaka mingapi ya uzoefu wa kazi?..........................................
Sehemu B

17
8) Wewe kama mwalimu ni vitu gani uboreshewe ili uweze kufanya kazi kwa uimara
na kwakujituma? Vitaje
i).............................................................
ii)...........................................................
iii)..........................................................
9)Wewe kama mwalimu ni changamoto gani unakutana nazo katika ufanyaji wako
wa kazi? Zitaje
i).................................................................
ii)...................... .......................
iii).............................................................
10)Wewe kama mwalimu unashauri ni vitu gani vifanyike ili uweze kufanya kazi
kwa ufasahana kwa kujituma? Vitaje
i)...............................................................
ii)............................................................
iii)..........................................................

ASANTE KWA USHIRIKIANO WAKO

18
 APPENDIX IB: RESEARCH QUESTIONNAIRE FOR CDO, WEO AND VEO
Dear respondent
My name is VAILETH FESTO MSIGWA a student of COMMUNITY
DEVELOPMENT TRAINING INSTITUTE UYOLE MBEYA pursuing ordinary
diploma of community development Am conducting a research on the factors
influencing workers satisfaction in improving public organization. the information
you provide will be used for academic purpose and not otherwise
Part A . Personal information
1. Sex .......................

19
2) What is your age ?..............................
3) What is your marital status?...............................

4) What is your religious?.....................................

5) What is your occupation?.................................
6) What is your education level?...........................

7) Work experience........................................
SECTION B
8) As a CDO/WEO/VEO what things should be improved so that you can work
efficiently? name them
i)...................................................
ii)..................................................
iii).................................................
9) As a CDO/WEO/VEO what are the challenges do you face in your work
performance? name them
i).................................................
ii)................................................
iii)..............................................
10) As a CDO/WEO/VEO what your advice things should be done so that you can
work efficiently? name them
i)..................................................
ii).................................................
iii)................................................

20
THANK YOU FOR YOUR COOPERATION

21
 KIAMBATANISHO NAMBA I: DODOSO KWA MTENDAJI KATA, AFISA
MAENDELEO, MTENDAJI WA KIJIJI
Mpendwa mshiriki
Mimi naitwa VAILETH FESTO MSIGWA mwanafunzi wa chuo Cha maendeleo ya
jamii uyole Mbeya ninayesomea stashahada ya maendeleo ya jamii.Nafanya utafiti
juu ya sababu zinazopelekea kuridhika kwa wafanyakazi katika kuboresha mashirika
ya umma taarifa utakazotoa zitatumika kwa malengo ya kitaaluma na so vinginevyo
Sehemu A.Taarifa binafsi
1) Jinsia.............................................
2)Una umri gani?...................................................
3)Hali yako ya ndoa ikoje?.....................................
4)Wewe ni dini gani?..............................................
5)kazi yako ninini?..................................................
6)kiwango chako Cha elimu ni kipi?...........................................
7)Miaka mingapi ya uzoefu wa kazi?..........................................
Sehemu B
8) Wewe kama Mtendaji kata/Afisa maendeleo/ Mtendaji wa kijiji ni vitu gani
uboreshewe ili uweze kufanya kazi kwa uimara na kwakujituma? Vitaje
i).............................................................
ii)...........................................................
iii)..........................................................
9)Wewe kama Mtendaji kata/ Afisa maendeleo/Mtendaji wa kijiji ni changamoto
gani unakutana nazo katika ufanyaji wako wa kazi? Zitaje
i).................................................................
ii)...................... .......................
iii).............................................................
10)Wewe kama Mtendaji kata/ Afisa maendeleo/Mtendaji wa kijiji unashauri ni vitu
gani vifanyike ili uweze kufanya kazi kwa ufasahana kwa kujituma? Vitaje

22
i)...............................................................
ii)............................................................
iii)..........................................................

ASANTE KWA USHIRIKIANO WAKO

23
 APPENDIX IC: RESEARCH QUESTIONNAIRE FOR HEALTH DEPARTMENT
Dear respondent
My name is VAILETH FESTO MSIGWA a student of COMMUNITY
DEVELOPMENT TRAINING INSTITUTE UYOLE MBEYA pursuing ordinary
diploma of community development Am conducting a research on the factors
influencing workers satisfaction in improving public organization.the information
you provide will be used for academic purpose and not otherwise
Part A . Personal information
1.Sex .......................
2) What is your age ?..............................
3) what is your marital status?...............................

4) what is your religious?.....................................

5) what is your occupation?.................................
6) What is your education level?...........................

7) Work experience........................................
SECTION B
8) As a health department what things should be improved so that you can work
efficiently? name them
i)...................................................
ii)..................................................

24
iii).................................................
9)As a health department what are the challenges do you face in your work
performance? name them
i).................................................
ii)................................................
iii)..............................................
10) As a health department what your advice things should be done so that you can
work efficiently ? name them
i)..................................................
ii).................................................
iii)................................................

THANK YOU FOR YOUR COOPERATION

25
 KIAMBATANISHO NAMBA IC: DODOSO KWA MTENDAJI KATA, AFISA
MAENDELEO, MTENDAJI WA KIJIJI

Dodoso kwa idara ya afya

Mpendwa mshiriki
Mimi naitwa VAILETH FESTO MSIGWA mwanafunzi wa chuo Cha maendeleo ya
jamii uyole Mbeya ninayesomea stashahada ya maendeleo ya jamii.Nafanya utafiti
juu ya sababu zinazopelekea kuridhika kwa wafanyakazi katika kuboresha mashirika
ya umma taarifa utakazotoa zitatumika kwa malengo ya kitaaluma na so vinginevyo
Sehemu A.Taarifa binafsi
1) Jinsia.............................................
2)Una umri gani?...................................................
3)Hali yako ya ndoa ikoje?.....................................
4)Wewe ni dini gani?..............................................
5)kazi yako ninini?..................................................
6)kiwango chako Cha elimu ni kipi?...........................................

26
7)Miaka mingapi ya uzoefu wa kazi?..........................................
Sehemu B
8) Wewe kama idara ya afya ni vitu gani uboreshewe ili uweze kufanya kazi kwa
uimara na kwakujituma? Vitaje
i).............................................................
ii)...........................................................
iii)..........................................................
9)Wewe kama idara ya afya ni changamoto gani unakutana nazo katika ufanyaji
wako wa kazi? Zitaje
i).................................................................
ii)...................... .......................
iii).............................................................
10)Wewe kama idara ya afya unashauri ni vitu gani vifanyike ili uweze kufanya kazi
kwa ufasahana kwa kujituma? Vitaje
i)...............................................................
ii)............................................................
iii)..........................................................

ASANTE KWA USHIRIKIANO WAKO

27
 APPENDIX ID: RESEARCH QUESTIONNAIRE FOR AGRICULTURAL AND
LIVESTOCK OFFICER
Questionnaire for Dear respondent
My name is VAILETH FESTO MSIGWA a student of COMMUNITY
DEVELOPMENT TRAINING INSTITUTE UYOLE MBEYA pursuing ordinary
diploma of community development Am conducting a research on the factors
influencing workers satisfaction in improving public organization.the information
you provide will be used for academic purpose and not otherwise
Part A . Personal information
1.Sex .......................
2) What is your age ?..............................

28
3) what is your marital status?...............................
4) what is your religious?.....................................
5) what is your occupation?.................................
6) What is your education level?...........................
7) Work experience........................................
SECTION B
8) As a Agricultural/Livestock officer what things should be improved so that you
can work efficiently? name them
i)...................................................
ii)..................................................
iii).................................................
9)As a Agricultural/Livestock officer what are the challenges do you face in your
work performance? name them
i).................................................
ii)................................................
iii)..............................................
10) As a Agricultural/livestock officer what your advice things should be done so
that you can work efficiently ? name them
i)..................................................
ii).................................................
iii)................................................

THANK YOU FOR YOUR COOPERATION

29
 KIAMBATANISHO NAMBA ID: DODOSO KWA DODOSO KWA AFISA
KILIMO, AFISA MIFUGO
Mpendwa mshiriki
Mimi naitwa VAILETH FESTO MSIGWA mwanafunzi wa chuo Cha maendeleo ya
jamii uyole Mbeya ninayesomea stashahada ya maendeleo ya jamii.Nafanya utafiti
juu ya sababu zinazopelekea kuridhika kwa wafanyakazi katika kuboresha mashirika
ya umma taarifa utakazotoa zitatumika kwa malengo ya kitaaluma na so vinginevyo
Sehemu A Taarifa binafsi
1) Jinsia.............................................
2)Una umri gani?...................................................
3)Hali yako ya ndoa ikoje?.....................................
4)Wewe ni dini gani?..............................................

30
5)kazi yako ninini?..................................................
6)kiwango chako Cha elimu ni kipi?...........................................
7)Miaka mingapi ya uzoefu wa kazi?..........................................
Sehemu B
8) Wewe kama Afisa kilimo/Afisa mifugo ni vitu gani uboreshewe ili uweze kufanya
kazi kwa uimara na kwakujituma? Vitaje
i).............................................................
ii)...........................................................
iii)..........................................................
9)Wewe kama Afisa kilimo/Afisa mifugo ni changamoto gani unakutana nazo katika
ufanyaji wako wa kazi? Zitaje
i).................................................................
ii)...................... .......................
iii).............................................................
10)Wewe kama Afisa kilimo/Afisa mifugo unashauri ni vitu gani vifanyike ili uweze
kufanya kazi kwa ufasahana kwa kujituma? Vitaje
i)...............................................................
ii)............................................................
iii)..........................................................

ASANTE KWA USHIRIKIANO WAKO

31
 APPENDIX II
RESEARCH BUDGET

Total
Number of Cost per
Items cost Remarks/Notes
items item
(cash)
DATA COLLECTION
TOOLS 50 300 15,000

10 PEN 5000 5,000

STATIONARY 2 NOTE BOOK 1500 3,000

1
CORRECTION 2,000
FLUID 2000
18
FOOD
60 3000 0,000
TOTAL 20
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 5,000

APPENDIX III
TIME PLAN/TIMETABLE OF RESEARCH ACTIVITIES

Research Activity NOV OCT DEC JAN FEB MAR APR MAY JUN JUL

Develop research topic

Writing research
proposal

Presentation and
submission of research
Proposal

Develop questions for

data collections

33
Pilot study

Data collection

Data analysis

Write up research
report for first draft

Write up research
report for final draft

Submission of the final

research report

34