Influence Of Headteachers’ Motivational Practices On Job Satisfaction Of Public Primary School Teachers In Gatanga District, Murang’a County, Kenya

Abstract

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.