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.