A Study of the factors contributing to lack of motivation and job satisfaction among teachers in public schools in Machakos district

Abstract

The study investigated factors that contributed to lack of motivation and job satisfaction in public among public secondary school teachers in Machakos district. The purpose of the study was to investigate whether leadership styles, teachers workload,facilities, frequent curriculum changes, attitudes of society about teaching profession,salaries and the T.S.C terms and conditions of service contribute to lack of motivation and job satisfaction among public secondary school teachers in Machakos district. The population consisted of 36 schools with 350 secondary school teachers. Those who were given the questionnaires were 350 teachers but those who filled and returned were 302. The return rate was 83%. Data was gathered using one questionnaire for teachers. The study used ex-post facto research design. The research instrument was validated by a senior lecturer at the University of Nairobi. Reliability of the instrument was also done through the spilt-half method to ensure that the results of the two halves were reliable. The study used research questions which were supposed to guide in the collection of data together with the objectives. The following were the findings:- 1. Some of the democratic administrative styles used in schools motivated teachers while the autocratic styles created strenuous relationships between the teachers and the head teachers. The autocratic styles were attributed to lack of proper managerial skills while others attributed them to unqualified head teachers being promoted. 2. Most of the teachers taught in schools which lack teaching and learning materials and this lowers the morale of teachers. 3. Majority of the teachers felt that the salary paid to them demotivated them although it enabled them to meet their basic needs. Poor payments led to less commitment in their jobs. 4. Salary was not the major factor that motivated teachers but students good performance was the major factor. 5. The society did not respect and regard teaching as a noble profession and this resulted to demotivation and dissatisfaction among teachers. 6. Most teachers were dissatisfied with the T.S.C. terms and condition of service especially on issues of promotion, discipline of teachers and remuneration. 7. Frequent curriculum changes affected teachers since the changes were not accompanied with the relevant in-service courses to prepare them to handle the changes effectively. 8. Most teachers have a high workload which makes them unable to prepare themselves adequately and teach effectively. 9. Most teachers are comfortable with the extra -curricular activities assigned to them within the school. The recommendations of the study were the following:- 1. All head teachers need to be trained in order to acquire management skills necessary for the proper management of the schools . 2. The government should ensure that there is equity in the distribution of teaching and learning facilities in all school. 3. There is need for in-service courses for teachers in order to update their skills and be able to cope with the curriculum changes. 4. The government should employ more teachers in order to reduce the high amounts of workloads among teachers in order to make them more effective. 5. Teachers' salaries should be increased to match those of other people in other professions who have qualifications similar to those of teachers. 6. The T.S.C. should revise and improve the terms and conditions of service for teachers inorder to make the job more attractive. There is need to conduct further research on the following area: - 1. Research should be conducted on effects of students' performance on teacher motivation. 2. There seems to be a severe problem of teaching and learning facilities in most of the schools. A study on impact of such facilities on secondary school teachers' performance. 3. A study be conducted to compare levels of motivation of secondary school teachers in urban areas and those in rural areas. 4. Research should be conducted on the impact of training of head teachers on management of schools.