School Factors Influencing Motivation Among Secondary School Teachers’ On Job Perfomance In Nyatike Sub-County, Kenya

Abstract

The purpose of this study was to establish the influence of school factors on teacher motivation on job performance in public secondary schools in Nyatike sub-county, Migori County. Four objectives were formulated to guide the study: To determine how principal‟s democratic leadership style motivates teachers‟ in job performance, establish how provision of learning resources motivates teachers‟ in job performance, examine how learning environment motivates teachers‟ in job performance and lastly establish how teachers professional development motivates teachers‟ in job performance. The study targeted a total population of 24 principals and 240 teachers in public secondary schools .A sample of 120 teachers was selected through stratified random sampling. The sample size of 12 public secondary schools was selected. The study found out that principals‟ role of evaluating teachers work was always conducted as confirmed by teachers. The study has established that teachers are motivated by principals‟ role of evaluating their work as. The study further established that teachers felt motivated to perform their work since the principals‟ gave them added responsibilities which make them feel part and parcel of the administration. On the research objective which was to establish the influence of availability of teaching and learning resources on teaching staff motivation The study has revealed that teachers strongly agreed that teaching and learning resources are inadequate in schools thus demotivating teachers to teach .On the research objective which is to determine the relationship between learning environment on teaching staff motivation, the study findings show that teachers strongly agreed that there are tight rules in schools thus de-motivating teachers to teach . Data on the influence of the teachers‟ academic/professional development on teaching staff motivation shows that the teachers strongly agreed with the statement that training improves teachers‟ confidence thus improving their performance in terms of curriculum delivery. From the findings of the study, it can be said that teacher training in public secondary schools in Nyatike sub-county affect their motivation. In an interview with the principals on how teacher professional development affect teacher motivation, they mentioned that teachers who undergo training feels satisfied and are more knowledgeable on their area of specialization thus are motivated to teach. The government through the ministry of education to organize continuous relevant in-service training to teachers to enable them improves on their curriculum delivery and principals to be seminised on appropriate application of shared leadership styles. The study recommends that the school board of management, PTA and principals should formulate and implement internal policies on motivation of teachers which could enhance their job satisfaction. The study suggests replica of the same study in neighbouring sub-counties and private schools. The study further suggests that other factors rather than schools factors be conducted in same sub-county