Perception of Income Security for Primary School Teachers in Tanzania: A Human Security Reflection

Abstract

This study examined stakeholders’ perceptions of income security among primary school teachers in Tanzania. Specifically, it investigated the key attributes of income security and the extent to which teachers’ incomes are secure. Data were collected from 102 participants in Tanga, Dodoma, and Dar es Salaam regions through interviews and questionnaires. Documentary review was also employed, and the data were analysed thematically. The findings indicate that income security among primary school teachers faces several challenges. In particular, low salaries, limited or implicit allowances, and inconsistencies in bonus systems were identified as major sources of concern. These challenges were largely associated with gaps in the existing legal and policy frameworks, which do not provide sufficiently clear and comprehensive mechanisms for safeguarding teachers’ income security. The study contributes to the broader conceptualisation of security by extending the discourse beyond conventional understandings to include income security as an important dimension of human security. It further proposes education security as a potential area for future research and scholarly inquiry.