Influence of head teachers’ administrative strategies on teachers’ motivation in public secondary schools in Kieni East District, Kenya
Lack of motivation among teachers is expressed mainly in departure to pursue other careers more motivating. When teachers are de-motivated, students are the ones who suffer because their academic outcomes are likely to deteriorate. Although not compulsory, head teachers can use different strategies to ensure that teachers are motivated hence avoid negative repercussions of low motivation among teachers. The purpose of this study was to determine the effects of administrative strategies on teachers‟ motivation in public secondary schools in Kieni East District, Kenya. The study was guided by the following objectives: to determine how recommendation for promotion affects motivation of secondary school teachers in Kieni East District; to establish how rewarding teachers affect motivation of secondary school teachers in Kieni East District; to determine how head teachers‟ recognition of teachers‟ efforts affect motivation of secondary school teachers in Kieni East District; and determine how head teachers‟ support for professional development affect motivation of secondary school teachers in Kieni East District. This study was conducted using descriptive research design. The target population for this study was the 26 public secondary schools in Kieni East District. Systematic sampling was used to select the respondents. The study used questionnaires as the tools of data collection. Descriptive statistics were used to analyse the data and the results were presented using frequency tables. Head teachers‟ recommendation for promotion was found to affect teachers‟ motivation to great a extent. This is because promotion of teachers was unfair and head teachers did not seem to make enough effort. This reduced teacher motivation. In relation to rewards, it was found to affect teachers‟ motivation to a great extent. The fairness in rewards affected teacher motivation positively while the frequency and value of gifts affected teacher motivation negatively. Recognition was found to affect teachers‟ motivation greatly. The method and fairness in recognition of teachers‟ efforts affected teachers‟ motivation positively but there were also a significant number of teachers affected by the method and frequency of recognition negatively. On professional development, it was found to affect teacher motivation to a great extent. The head teachers who supported teachers in professional development contributed to the teachers‟ motivation while the ones who did not contribute to teachers‟ de-motivation. Based on the findings of the study, the recommendations are: (a) Head teachers should make more effort in recommending teachers for promotion; (b) Head teachers should base recognition on merit; (c) Head teachers should encourage teachers to work harder to qualify for promotions; (d) Rewards should be given to those who deserve; and head teachers should talk to the education ministry to increase rewards for teachers; there should be evidence that the teachers who are recognized deserve; (e) Head teachers should always recognize teachers even for small things done; and the head teachers should not be biased when recognizing teachers‟ efforts; head teachers should be fair when supporting teachers‟ professional development; head xiii teachers should encourage their teachers to seek for professional development; head teachers should spearhead professional development to avoid feeling threatened when teachers seek for the same. It is suggested that a similar study should be done in other regions in Kenya in order to provide a more comprehensive understanding of the subject.