Influence of school management committees’ practices on teachers’ motivation in public primary schools in Ganze district, Kenya
Abstract
The purpose of this study was to investigate the influence of school
management committees’ practices on teacher motivation in public primary
schools in Ganze district. The problem of pupils’ low achievement in
academic work was attributed to teacher motivation. The research objectives
sought to establish the extent to which involvement of teachers in decision
making by the school management committee, recognition of teachers’ effort,
working conditions provided by the school management committees and
supervision by the headteacher influences motivation among public primary
school teachers in Ganze district. The study used the Maslow’s theory of
motivation which is suitable in that it captures different hierarchies of needs
which could be among teachers in public primary schools. A descriptive
survey design was used to investigate the influence of school management
committees’ practices in relation to teachers’ motivation. The target
population was all 123 public primary school headteachers and 947 teachers in
Ganze district (District Education Office Ganze, 2014). The sample size of the
study was 36 headteachers and 161 teachers. Thirty two out of thirty six
headteachers participated in the study. On the other hand 142 out of 161
teachers filled in and returned the questionnaires. Nineteen teachers did not
return the instruments and could not be reached due to shortage of time. From
the findings, headteachers and teachers dominated the research participation,
88.89 percent and 88.20 percent respectively. Motivational practices were both
extrinsic and intrinsic. In very few schools, teachers were rated to be highly
and moderately satisfied with the school motivation practices. On the other
hand more than a half of the teacher respondents generally indicated that they
were slightly satisfied and moderately dissatisfied with the motivation
practices in their schools. The researcher reached the conclusion that, where
teacher motivation practices were provided for adequately, the teachers were
satisfied with their job and they posted high pupil academic performance and
vice-versa.The study recommends that there is need for school management
committees in Ganze district to provide teachers’ motivational schemes which
when applied in the schools will lead to conducive working environment
hence improved pupils’ performance. Lastly, the researcher suggested that
further research studies to be done on teachers’ involvement in decision
making, relationship between teacher motivation and pupils’ academic
achievement as well as the reasons behind so many teachers still holding P1
qualification in the district despite the many chances of academic
advancement.
Publisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]