Influence of Principals’ Motivation Stratregies on Teachers’ Job Satisfaction in Public Secondary Schools in Makueni Sub-county, Makueni County, Kenya
Year: 2024
Type: article
Study design: Observational Study
Abstract: Statement of the Problem: Principals play a crucial role in providing instructional leadership by adopting motivation strategies to enhance teacher performance. However, teachers in public secondary schools in Makueni Sub-county have continued to express dissatisfaction with their professional roles, despite initiatives aimed at improving educational standards. Purpose of the Study: To assess the influence of principals’ motivation strategies on teachers’ job satisfaction in public secondary schools in Makueni Sub-county, Makueni County, Kenya. Methodology: The study employed a mixed-methods approach with a descriptive survey design, targeting a sample of 380 respondents (8 principals, 228 teachers, and 144 students) selected through stratified and purposive sampling. Data were collected using questionnaires and interviews, and analyzed thematically for qualitative data and through descriptive statistics using SPSS for quantitative data. Findings: The study found that many teachers expressed dissatisfaction with their roles, attributed to principals' inability to implement effective motivation strategies. Conversely, motivated educators tend to be more satisfied with their positions and actively contribute to a collaborative and supportive learning environment, as they feel valued and appreciated. Recommendations: Principals should establish acknowledgment systems, whether through formal awards or informal praise, to significantly boost morale. Additionally, they should encourage participation in workshops, conferences, and collaborative projects that enhance skills and knowledge. Keywords: Principals’, Motivation Strategies, Teachers,’ Job Satisfaction, Public Secondary Schools
Authors: Edwin Otieno Makokha, Mary Chui Mugwe
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4402917502