Influence Of Headteachers’ Motivational Practices On Job Satisfaction Of Public Primary School Teachers In Gatanga District, Murang’a County, Kenya
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Date
2013Author
Muhoro, Nancy Mukami
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
The level of motivation of teachers remains central in teaching job performance
debates. In recognition to teachers’ plight, the Kenya Government has made
efforts to motivate teachers by creating more administrative units like
departments in schools where teachers are appointed to head as a form of
promotion (Republic of Kenya, 1980). Despite these and other motivational
factors, there has been deteriorating standards of performance especially in
public primary schools in the country. The purpose of this study was to
investigate the influence of head teachers’ motivational practices on job
satisfaction of public primary school teachers in Gatanga District. The study
objectives sought to determine the extent to which head teachers’ selection of
staff for training, use of monetary rewards, staff recognition and professional
advancement influence public primary school teachers’ job satisfaction. The
study adopted descriptive survey research design on a population of 57 head
teachers and 741 teachers. A sample was selected to take part in the study and
included 25 principals and 206. Data from head teachers and teachers was
collected using questionnaires. Descriptive statistics (frequencies, percentages
and mean scores) were used in data analysis. From the findings, the study
majority of the head teachers (80%) used staff training to motivate teachers in
their career and therefore head teachers’ selection of staff for training influenced
teachers’ job satisfaction in public primary schools to a great extent. The head
teachers adopted rewards strategies to enhance the teachers’ job satisfaction in
public primary schools. A mean score of 4.4 indicated that head teachers relied
heavily on staff recognition to increase job satisfaction of teachers in public
primary schools. Teachers’ professional advancement opportunities are being
used by the head teachers to positively impact on teachers’ job satisfaction in
public primary schools as shown by a mean score of 4.3. The study recommends
the head teachers should adopt a multifaceted approach of motivational practices
in enhancing teacher’s job satisfaction in primary schools. The teachers’ training
institutions and universities should incorporate motivational training strategies
to be adopted by the head teachers in their curriculum. This will give the head
teachers better understanding on the best motivational strategies to apply in their
institutions. The government through the ministry of education should conduct
regular training for the head teachers on motivational strategies approaches to
equip them with skills and knowledge needed in their managerial role as
evidenced by low mean score response on their responsibility in helping
teachers to get satisfaction from the profession and to fulfill their needs and
objectives. A similar study should be done in other districts in Kenya for
comparison purposes and to allow for generalization of findings on the the
influence of head teachers’ motivational practices on job satisfaction of public
primary school teachers.
Citation
Muhoro, Nancy Mukami. (2013). Influence Of Headteachers’ Motivational Practices On Job Satisfaction Of Public Primary School Teachers In Gatanga District, Murang’a County, Kenya. A Research Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education in Educational Administration University of Nairobi.Publisher
University of Nairobi School of Education
Collections
- Faculty of Education (FEd) [5964]