Motivational factors influencing teachers’ engagement into adult and continuing education in Kajiado north sub county, Kenya.
Nchao, Lennah S
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The main purpose of this study was to investigate factors influencing teachers’ engagement in adult and continuing education among public primary school teachers in Kajiado North Sub County, Kenya. Four research objectives were formulated to guide this study. The study adopted the descriptive survey design. The target population for the study included teachers and head teachers. Stratified sampling was employed to divide the district into five strata’s according to the number of zones in the sub county; the strata’s were Ngong, Ongata Rongai, Kisames, Magadi and Ewaso zones. The five zones have a total number of 86 primary schools. The study selected 30% of the target population. In total therefore, for this study comprised (26 x 5)130 teachers’ respondents and 26 head teachers summing up to a hundred and fifty six (156). Data was analyzed descriptively by using SPSS (Statistical Package for Social Science) Computer package. Descriptive methods were employed in analyzing qualitative data where frequencies and proportions were used in interpreting the respondent’s perception of issues raised in the questionnaires and interviews so as to answer the research questions. It has been revealed that the need to gain additional skills highly motivates teachers’ engagement in continuing learning. Given the necessary support teachers are able to apply skills and knowledge acquired effectively. However there is a challenge in managing the teaching workload. Career development has motivated them to train in various professions. The availability of subject departments has boosted the career guidance in schools. Teachers are accorded the necessary support for academic advancement. Some teachers are not motivated by the salaries since there is no scheme of service for masters in education. The major challenge quoted was that of finances. Teachers pay a lot of money in their continuing education. There is irregular promotion of teachers. Teachers who have undergone continuing education have high ability of effective teaching, their teaching pedagogies are advanced .The findings show that personal development motivates teachers to engage in continuing learning since it has also contributed to personal achievements, quality life, improvement of wealth, autonomy and independence and development of mature interpersonal relationships. Teachers are dynamic and embrace change. A great difference is noted on teachers who have undergone continuing learning and those who have not. Adequate preparation, positive towards change is evidenced in those who are and undergone continuing learning.
CitationDepartment of Educational Foundations,
University of Nairobi