Factors Affecting Teacher Motivation In Public Secondary Schools .In Thika West District, Kiambu County
Year: 2013
Type: dissertation
Study design: Observational Study
Abstract: Teacher motivation plays an important role in the promotion of teaching and learning excellence. \nGenerally, motivated teachers are more likely to motivate students to learn in the classroom, to \nensure the implementation of educational reforms and feelings of satisfaction and fulfillment. \nWhile teacher motivation is fundamental to the teaching and learning process, several teachers \nare not highly motivated. This observation should be taken seriously and an investigation into the \nfactors influencing teacher motivation was therefore necessary to achieve the educational goals \nin every learning institution. The purpose of the study was to determine the factors affecting \nteacher motivation in public secondary schools in Thika West District. The study was guided by \nthe following objectives: to establish the effect of job satisfaction on teacher motivation in public \nsecondary schools, to determine the effect of reward system on the motivation of teachers, to \nfind the effect of training and development on teacher motivation and to determine the effect of \nwork situational factors on teacher motivation in public secondary schools in Thika West \nDistrict. Descriptive research design was used for the study. The study targeted the principals \nand teachers of the public secondary schools in the district. The district has 16 public secondary \nschools. Random sampling technique was used to select teachers while purposive sampling \ntechnique was used to select the principals. Out of the 16 schools in the district, 2 schools were \nused for piloting while the remaining 14 were used in the actual study. A total of 126 \nrespondents participated in the study (constituted 112 teachers and 14 principals). Questionnaires \nwere used to collect data from teachers while interview schedules were used to collect data from \nprincipals. Statistical Package for Social Sciences (SPSS) was used to analyze the quantitative \ndata where descriptive statistics such as means, standard deviation, frequencies and percentages \nwere used to describe the data. Content analysis was used to analyze qualitative data from the \ninterview with the principals. The study found that job satisfaction affects employee motivation. \nThis was evidenced by the fact that leadership and promotional opportunity elsewhere influence \njob satisfaction to a large extent as indicated by 57% and 67% respectively. The study also found \nthat perceived fairness in teacher promotion system influence job satisfaction among teachers to \na small extent and that work environment/conditions influenced job satisfaction among teachers \nto a large extent. It was found that the reward system affects teacher motivation. This was \nevidenced by the fact that 53% of the respondents strongly disagreed with the statement that the \npay given to teachers is worth the services they render. On the effect of training on motivation, \nthe study found that training affects teacher motivation as indicated by 93%. The study found \nthat 71% of the respondents strongly agreed with the statement that training improves teachers' \nconfidence, thus improving their performance in terms of curriculum delivery. Regarding the \neffect of work-situational factors on teacher motivation, the study found that 47% of the \nrespondents strongly agreed that inadequacy of teaching and learning resources in schools demotivates \nteachers. The study also found that 40% of the respondents strongly disagreed with the \nstatement that availability of tight rules and regulations in schools, tight education policies in \nschools and arrangement of offices and the spaces available in the offices affects teacher \nmotivation. From the findings of the study, it was concluded that job satisfaction, reward \nsystems, professional training and development and work situational-factors affect employee \nmotivation. The study recommends that schools should ensure that the school environment is \nconducive for teachers to ensure their motivation and satisfaction with their jobs. This can be \nachieved by ensuring that there are adequate teaching and learning resources. The study finally \nrecommends that another study be done in other districts on the effect of school leadership style \non teacher motivation which was not the concern of the study.
Author: Teresa Kemunto Nyakundi
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2140843377