Influence of Types of Parents’ Associations Support on Teacher Motivation in Public Secondary Schools in Mwingi Central District, Kenya
Abstract
The purpose of this study was to investigate the influence of types of parents’
associations support on teacher motivation in public secondary schools in Mwingi
Central District. The objectives of the study were to determine the extent to which
provision of physical facilities by Parents Associations influence teacher
motivation; the extent to which provision of financial rewards by Parents
Associations influence teacher motivation; the extent to which educational tours
organized by Parents Associations influence teacher motivation; the extent to
which parent-teacher relatedness influences teacher motivation; the extent to
which educational workshops financed by Parents Associations influence teacher
motivation. Descriptive survey design was used to conduct the study. The study
targeted 30 principals in the 30 public secondary schools, 200 teachers employed
by the Teachers’ Service Commission, 210 members of the executive committees
of Parents Associations in the public secondary schools, one District Education
Officer and one Teachers Service Commission sub county director. The sample
consisted of 15 principals, 100 teachers, 120 executive members of Parents
Associations, 1 District Education Officer and 1 Teachers Service Commission
Sub County Director. The questionnaires were administered to the principals,
teachers and executive committee members of Parents Associations and then
collected immediately after they were filled in. The researcher also used an
interview guide for the District Education Officer. Descriptive statistics such as
frequencies and percentages was used to analyze data which was assembled,
coded with the assistance of Statistical Package for Social Sciences (SPSS)
programs which generated frequency tables, percentages and graphs. Inferential
statistics such as regression. Taking all other independent variables at constant, a
unit increase in physical facilities would lead to a +0.54 increase in the teacher
motivation in public secondary schools. Overall, financial rewards had the least
effect on teacher motivation at in public secondary schools +0.142 while physical
facilities had the highest effect. The study established that all these types of
parents associations support were vital in enhancing teacher motivation in public
secondary schools. The study reveals that most Parents Associations did not give
teachers money as a reward to motivate them. Financial rewards influenced
teachers’ motivation. Educational workshops enhanced teacher motivation.
Physical facilities had the highest effect on teacher motivation in public secondary
schools. The study reveals that the parents’ associations need to support teacher
motivation. Ministry of Education Science and Technology and the Teachers
Service Commission need to formulate policies aimed at enhancing teacher
motivation with a view of reducing the rate at which teachers exit the teaching
profession. The Boards of Management and the Parents Associations in public
secondary schools should prioritize development of physical infrastructure such
as libraries in order to enhance both student and teacher motivation.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
The following license files are associated with this item: