| dc.description.abstract | The purpose of this study was to investigate the influence of head teacher’s
management practices in teacher motivation and job satisfaction in public
primary schools in Kinango district. The motivational variables decision
making , working conditions, supervision and recognition in relation to
job satisfaction and pupils academic achievement were highlighted. The
problem of pupils’ low achievement in academic work was attributed to
teacher motivation and job satisfaction.
The findings were aligned to the research objectives: establish the extent
to which participation in decision making influences motivation and job
satisfaction, determine how working conditions influences motivation
and job satisfaction, determine the extent to which supervision influences
motivation and job satisfaction and establish the extent to which
recognition of teachers’ effort influences motivation and job satisfaction.
The study used the two factor theory of motivation which is suitable in that
the head teacher has a challenging task in managing teacher motivation and
job satisfaction.
The Descriptive survey design was used to investigate the influence of head
teacher management practices in teacher motivation and job satisfaction in
relation to pupils academic achievement. The targeted population included
all the 98 primary school head teachers and 686 teachers in Kinango district.
The sample size of the study was to cover 29 head teachers and 112
teachers. 26 out of 29 head teachers participated in the study. 3 complained
that they were overloaded with other administrative work. On the other hand
102 out of 112 teachers filled in and returned the questionnaires. 10 teachers
didn’t return the instruments and could not be reached to ascertain their
reaction due to shortage of time. A pilot study was conducted in five
primary schools to ascertain the reliability of the main research instruments
and also to familiarize with the research situation. The significance of the
study was to provide information to stakeholders in the education sector
such as the Ministry of Education, Teachers Service Commission, Head
teachers, Parents and NGO’s on issues influencing teachers motivation and
job satisfaction in relation to pupils performance.
From the findings made head teachers and teachers dominated the research
participation. Motivational practices for teachers were both extrinsic and
intrinsic. In very few schools, teachers were rated to be highly and
moderately satisfied with the school motivation practices. In these schools,
the performance in K.C.P.E was rated average to good. On the other hand
more than a half of the teacher respondents generally indicated that they
were slightly satisfied and moderately dissatisfied with the motivation
practices in their schools. The KCPE performance trend in these schools
was rated average to poor. The researcher reached the conclusion that,
where teacher motivation practices were provided for adequately, the
teachers were satisfied with their job and they posted high pupil academic
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performance and vice-versa. The study recommends that there is need for
head teachers in Kinango district to be equipped with motivational
management knowledge and skills, which when applied in the schools will
lead to conducive working environment hence improved pupils
performance.
Lastly the study suggested that further research studies to be done on
teachers’ involvement in decision making, the relationship between teacher
motivation and pupils’ academic achievement as well as the reasons behind
so many teachers still holding P1 qualification in the district despite the
many chances of academic advancement. | en |
