Influence of board of management governance practices on teacher motivation in public primary schools in Kinango sub-county in Kwale county

Abstract

The purpose of the study was to examine the influence of Boards of Management members‟ governance practices on teachers‟ motivation in public primary schools in Kinango Sub- County, Kenya. The study was guided by the following objectives: To establish the influence of BoM provision of incentives on Teachers‟ motivation; to ascertain the influence of teachers involvement in decision making by BoM on Teachers‟ motivation; to determine the influence of BoM performance appraisal of teachers on Teachers‟ motivation and lastly to investigate the influence of BoM provision of teaching/learning resources on Teachers motivation. This study is grounded in the Expectancy theory, originally proposed by Kurt Lewin and Edward Tolman in 1932. The researcher used a descriptive survey research design, which employs quantitative and qualitative approaches. The study population comprised of the 242 BoM members and the 560 teachers of 60 public primary schools in Kinango sub-county. The study used a self-administered questionnaire to gather primary data. In this study, test-retest method was employed by administering the research instruments twice at an interval of two weeks and the results noted. Pearson‟s coefficient of correlation (r) was then used to compare the two scores obtained, an alpha value of 0.8 and above proved that the research instrument used in the study was reliable and lastly quantitative data was analyzed through descriptive statistics using frequencies and percentages. The study found that the BoM provision of incentives influenced teachers‟ motivation. BoM ensured free lunch and break time tea. In only a few schools, BoM gave congratulatory letters or cash for exemplary performance. It was also found that BoM involvement of teachers in decision making, majority of the schools had provisions for involvement of teachers in decision making influenced teachers‟ motivation. However a few of them held round tables meeting. Most of the school teachers felt motivated after participating in making decision in matters concerning school infrastructure, school/class target and class size. Further, it was found that BoM provision of teaching/learning resources influenced teachers‟ motivation. BoM ensured good storage and maintenance of text books and also ensured there were enough text books. Lastly, it was found that performance appraisal influenced teachers‟ motivation. Performance appraisal gave teachers opportunity to receive professional development from the school. It was concluded that board of management governance practices that include provision of incentives, involvement of teachers in decision making, provision of teaching/learning resources and performance appraisal influences teachers motivation in public primary schools in Kinango sub-county, Kenya. It was recommended that boards of management in public primary schools should ensure optimal provision of incentives in the schools through: facilitation of recreational trips for teachers, giving of congratulatory letters or cash for exemplary performance, and duties performed such as remedial teaching. BoM should ensure primary schools have provisions for involvement of teachers in decision making. The government and school BoMs should ensure good storage and maintenance of text books and also ensure there is enough text books and teachers guide for teachers.