| dc.description.abstract | The purpose of this research study was to investigate the factors that influence teachers’ motivation in public primary schools in Kasarani district, Kenya. The objectives of the study were to assess the sources of teacher motivation, influence of school culture on teacher motivation, influence of school working conditions and environment on teacher motivation and the contributions of the schools administration towards teacher motivation in Kasarani district. Descriptive survey design was used to conduct the study.
Proportionate random sampling was used to get the sample of the respondents with all the 10 head teachers and 97 teachers making a total of 107. Questionnaires for head teachers and teachers were used in data collection. The questionnaires were validated through appraisal by the supervisors and education administration experts from the department and then subjected to a pilot study. The instrument was tested for reliability through test-retest technique with a reliability coefficient of 0.913 for head teachers’ questionnaire and 0.867 for the teachers’ questionnaire. Descriptive statistics was used to analyze data assembled, coded with the assistance of Statistical Package for Social Sciences (SPSS) programmes which generated frequency tables, percentages and bar graphs.
The findings of the study were that on the sources of teacher motivation, there is an interplay between the two main sources of motivation to work; intrinsic motivation which is the job as an end in itself and the extrinsic; which is the end towards which the job provides the means. The results indicate that all the head teacher use a variety of both intrinsic and extrinsic motivators to enhance teacher motivation in the schools. The results showed that majority of the teachers mentioned salaries and allowances as a source of motivation.
The factors that influenced school culture on teachers’ motivation in public primary schools by the respondents showed that the head teachers only consulted teachers on school issues to a small extent and this means that the schools had a weak culture of consultation. Majority of the teachers stated that the head teacher’s leadership was a source of motivation to them. The results indicate that majority of the teachers had a good relationship with the head teacher of their school. A culture of shared leadership exists to some extent in many schools.
The head teachers said that the schools were secure for the teaching and learning process. Majority of the teachers stated that the pupils were overcrowded in the classrooms hence majority of the teachers were overloaded in terms of workload per week.
The recommendations of this study are that the Ministry of Education should recognize the importance of teacher motivation by allocating resources and funds to facilitate teacher motivation package in the schools. The head teachers through the school management should be sensitized on the necessity of motivating teachers for better performance of duties. The motivation related factors that affect teachers ought to be well elaborated and in tandem with the Teachers Service Commission (TSC) policies. The study suggested that a study on the influence of teachers’ motivation on the performance of KCPE should be conducted. A comparative study on the influence of teacher motivation in private school in Kasarani district should be undertaken. Finally the study on the influence of teacher motivation in public schools should be replicated in other districts of Kenya. | en |
