| dc.description.abstract | The purpose of this study was to determine the influence of headteachers’
motivational practices on teacher performance in public primary schools in
Ikerege Division, Kuria West District, Kenya.
The objectives of the study were to determine how headteachers’ staff
recognition influence performance of teachers, to determine how shared
leadership between teachers and headteachers influence performance of
teachers, to establish how headteachers’ participation in staff development
program influence performance of teachers and to determine ways in which
support by headteachers influence teachers performance.
The research design was descriptive survey. The sample size consisted of 14
headteachers, 67 class eight subject teachers and 168 class eight pupils in
Ikerege Division, Kuria west district. Simple random sampling was used to
select pupils who participated in the study. The instruments consisted of
interviews schedule for headteachers, questionnaires for class eight subject
teachers and focus group discussion guide for class eight pupils. The data
collected was both quantitative and qualitative in nature and was analysed
using descriptive statistics.
The study has revealed that some headteachers recognized teachers’ efforts
through material incentives, tours and very few through oral praise. The study
also established that headteachers shared responsibilities with teachers
especially on guidance and counseling and co-curricular activities. It was
revealed that most teachers attend seminars organized by the DEO’s office. It
was further established that new teachers were assigned experienced teachers
to orientate them on the various school programmes as part of teacher support.
The following conclusions were made from the study, there is a relationships
between recognition and teacher performance, shared leadership between head
teacher and teachers have positive influence on teacher performance, the
professional growth of teachers is catered for by head teachers through
attending seminars and workshops, there is a positive influence of teachers
support by the head teacher on teacher performance.
From the following recommendations were made. The school administration
should recognize staff since recognition enables the teachers to achieve
meaningful performance. The school management committee (SMC), TSC
and the teachers should provide opportunities for shared leadership. Teachers
must be engaged in several staff development programmes to constantly
update their knowledge. The SMC, TSC and head teachers should find ways
of supporting teachers improving the working conditions. The following
suggestions for further research were made. An in depth study on the topic
covering a wider geographical area and use of a bigger sample, study on the
topic using government motivational strategies and a study covering both
private and public schools be carried out. | en |
