Influence of headteachers’ motivational practices on teachers’ job satisfaction in public primary schools in Subukia sub-county, Kenya
Abstract
The purpose of this study was to investigate the influence of head teachers‘
motivational practices on teachers‘ job satisfaction in public primary schools in
Subukia Sub-County. The study was guided by the following objectives; to
examine the influence of staff recognitions by head teachers on teachers‘ job
satisfaction, to establish how head teachers use of monetary rewards influences job
satisfaction of teachers, to examine the influence of teachers professional
advancement opportunities on teachers‘ job satisfaction and to examine the
influence of assigning responsibility to teachers job satisfaction in public schools
in Subukia Sub-County. A descriptive research design was used. The target
population for the study was 44 head teachers and 500 teachers in 44 primary
schools in Subukia Sub-County. The total sample comprised of 13 head-teachers
and 104 teachers which was selected through simple random and stratified
sampling. The researcher used questionnaires as the main data collection
instrument with which she personally administered. Completed questionnaires was
assembled, edited, coded and interpreted in relation to the research objectives.
Data analysis was done using descriptive statistics for quantitative data and content
analysis. On the other hand tables were used to analyze quantitative data. Out of
the 117 questionnaires distributed to the targeted sample, 105 questionnaires were
returned. 12 questionnaires were not returned with the targeted respondents citing
misplacement of the questionnaires. From the findings of the study most head
teachers relied heavily on staff recognition to increase job satisfaction of teachers
in public primary school. The head teachers used monetary rewards to enhance
teacher‘s job satisfaction although not fully exploited as a motivational practice.
Teacher‘s professional advancement opportunities are being used by the head
teachers to positively increase teachers‘ job satisfaction in public primary schools
as shown by a mean score of 1.8. On assigning responsibilities majority of head
teachers adopted the strategy to positively improve teachers‘ job satisfaction. Head
teachers therefore have a vital role to play to motivate the teachers so as to achieve
job satisfaction. The study recommends that head teachers should use a variety of
motivational practices in enhancing teachers‘ job satisfaction in primary schools.
The teachers training institutions and universities should incorporate motivational
strategies to be adopted by the head teachers in their curriculum. This will give the
head teachers better understanding on the best motivational strategies approaches
to equip them with skills and knowledge needed in their managerial role. The
Ministry of Education should organize in-service courses for head teachers on
motivational practices. Board of Management should support the head teachers in
teachers‘ motivation financing. A similar study should be done in other sub
counties in Kenya for comparison purposes and to allow for generalization of
findings on the influence of head teacher‘s motivational practices and job
satisfaction on public primary school teachers.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5964]
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