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.